About the Journal

Journal Mission

Early Childhood Education Today is an interdisciplinary international journal providing state-of-art scientific research and program evaluations to promote development of children’s psychosocial well-being through preschool education.

The journal was established in year 2016, which is marked by the 120th anniversary of two prominent scientists, Lev Vygotsky and Jean Piaget, whose contribution to the understanding of child development and education inspires practitioners, teachers and policy makers all over the world.

Aims and Scope

The aim of the journal is to bring together different point of views on various aspects of child development and education. In every issue of the journal it is assumed to present works from different countries, inspiring the dialogue between specialists in this field.

Potential readers of the journal are professionals and teachers all over the world. Every issue of the journal will welcome research and applied articles.

The journal’s scope includes, but not limited to, the following issues:

  • Child psychophysiological, social, emotional, cognitive development as well as learning
  • Role-play and the other preschool-age activities and their impact on development and learning
  • School readiness and transition to primary school
  • Professional education and training activities in preschool psychology and education
  • Evidence-based preschool education programs, projects and practices and their evaluation
  • Analysis of preschool education policies and reforms at different levels of implementation; comparative analysis of preschool education systems
  • Case studies in preschool education

The journal has 4 issues a year, each including 5-6 articles. The journal will be published online, alongside with some hard copies available for distribution and marketing purposes. Official language of the journal is English.

The journal adheres to “golden” open access publishing model. No fees are charged from authors and readers. All the articles are subject to double-blind peer-review.