Early Childhood Research Quarterly

Literacy teachers need to stay informed about teaching practices and research. This semester students in READ 6325 are exploring scholarly journals that are in some way related to literacy. Each student was required to write a blog post about one such journal. I will be publishing one or two of their posts each week.

By Laura Garcia

 Early Childhood Research Quarterly is a scholarly journal sponsored by the National Association for the Education of Young Children (NAEYC).   Since 1986, it has influenced the field of early childhood education and development through its publication of research that “meets the highest standards of scholarly and practical significance.”  Published four times a year, ECRQ contains research on early childhood, mostly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age).   The journal also occasionally publishes practitioner or policy perspectives, book reviews, and significant reviews of research. ECRQ is an applied journal, “interested in seeking work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.”  Scholars can submit their articles related, but not limited to the following topics:

• Children’s social, emotional, cognitive, behavioral, language and motor development applied to early childhood settings.
• Childcare, program quality, and children’s transition to school
• The efficacy of early intervention and prevention programs
• Public policy, early childhood education, and child development
• Best classroom practices and effective early childhood curricula
• Professional development and training for early childhood practitioners
• Multicultural, international and inclusive early care and education


ECRQ is published by Elsevier, a leading international publisher and information provider.   The editor, Adam Winsler, is an associate professor of applied developmental psychology at George Mason University, Fairfax, Virginia.  ECRQ is a peer-reviewed journal, therefore, professional scholars typically make submissions of their articles.  Upon receipt, the editor then determines whether to reject the submission or begin the process of peer-review by outside scholars of the editor’s choosing. The number of these peer reviewers vary but typically, no fewer than two, and usually at least three outside peers review the article.  The editor then uses the reviewers’ opinions to determine whether to publish the article or to reject it. This is a lengthy process, therefore, an accepted article will usually take months to appear in a publication. 

Because it is an academic journal, it is not an easy read.  Most articles published describe, in detail, quantitative or qualitative methods which can be wordy, lengthy, and a bit confusing.  The audience that would benefit most from reading this type of journal is one consisting of professional scholars.  However, because it is peer-reviewed, it is considered a reliable body of research and knowledge.  Educators can benefit from reading this type of journal to stay informed on the latest research.  It is a reliable source for anyone wanting to review literature on a particular topic pertaining to early childhood.


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