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Early Childhood Education Journal
ISSN：1082-3301

Early Childhood Education Journal

EARLY CHILD EDUC J
学科领域：教育学
是否预警：不在预警名单内
是否OA：否
录用周期：-
新锐分区：教育学3区
年发文量：205
影响因子：1.8
JCR分区：Q2

基本信息

早期儿童教育杂志是一个专业出版物的原始同行评议的文章，反映了在当代早期儿童教育领域的典范做法。文章涵盖了从出生到8岁儿童的社会、身体、情感和智力发展，从教育的角度分析了问题、趋势和实践。该杂志发表的专题文章巧妙地融合了1）理论、研究和实践，2）世界各地优秀幼儿项目的描述，3）定量、定性和混合方法研究。《幼儿教育杂志》不仅对课堂教师、儿童保育人员、学院和大学教师以及管理人员感兴趣，而且对致力于幼儿保育的心理学、卫生保健、家庭关系和社会服务的其他专业人员也感兴趣。不同环境中的教育方案;跨多个领域的早期学习;展示跨专业协作的项目;定性和定量研究及案例研究;幼儿教师教育的最佳做法;与专业发展相关的理论、研究和实践;家庭、学校和社区关系;与课程和教学有关的调查;将理论与最佳实践联系起来的文章;与该领域有明确联系的研究综述
1082-3301SCIE/SSCI/Scopus收录
1.8
点击查看最新影响趋势>
1.7
新
2026年3月发布
点击查看历史分区趋势    >
大类学科小类学科Top期刊综述期刊
教育学3区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
3区
否
N/A
新
WOS期刊SCI分区  2024-2025最新升级版
按JIF指标学科分区收集子录JIF分区JIF排名百分位
学科：EDUCATION & EDUCATIONAL RESEARCH
SSCI
Q2
232/762
按JCR指标学科分区收集子录JCR分区JCR排名百分位
学科：EDUCATION & EDUCATIONAL RESEARCH
SSCI
Q1
188/762
暂无h-index数据
205
点击查看年发文量趋势图>
4%---EDUCATION & EDUCATIONAL RESEARCH-
11.1%
点击查看自引率趋势图>
时间预警情况
2026年03月发布的新锐学术版不在预警名单中
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
92.68%27.06%3.68%
CiteScore：6.20
SJR：1.179
SNIP：2.032
学科类别分区排名百分位
大类：Social Sciences
小类：Education
Q1
195 / 1620
大类：Social Sciences
小类：Developmental and Educational Psychology
Q1
59 / 367

期刊高被引文献

Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0912-Z
Early Reading Skills in English as a Foreign Language Via ICT in Greece: Early Childhood Student Teachers’ Perceptions
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00950-8
Do Parents Prefer Digital Play? Examination of Parental Preferences and Beliefs in Four Nations
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0901-2
The development of interaction skills in preservice teacher education: A mixed-methods study of Dutch pre-service teachers
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00927-7
Preschool Teachers’ Conceptualizations and Uses of Play Across Eight Countries
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0910-1
Guidelines for Selecting Professional Development for Early Childhood Teachers
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00942-8
Writing in First Grade: The Quantity and Quality of Practices in Norwegian Classrooms
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0908-8
Changing Through Relationships and Reflection: An Exploratory Investigation of Pre-service Teachers’ Perceptions of Young Children Experiencing Homelessness
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0921-Y
Preschool Student–Teacher Relationships and Teaching Stress
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0920-Z
Quality Interactions in Early Childhood Education and Care Center Outdoor Environments
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0913-Y
Kindergarten Then and Now: Perceptions of Ten Long Term Teachers
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00949-1
Infants’ Experiences of Shared Reading with Their Educators in Early Childhood Education and Care Centres: An Observational Study
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00948-2
Does Theory Translate into Practice? An Observational Study of Current Mathematics Pedagogies in Play-Based Kindergarten
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-00925-1
Parents’ Use of Mobile Documentation in a Reggio Emilia-Inspired School
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00945-5
Playing, Talking, Co-constructing: Exemplary Teaching for Young Dual Language Learners Across Program Types
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0903-0
Early Childhood Student–Teacher Relationships: What is the Role of Classroom Climate for Children Who are Disadvantaged?
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00931-X
Early Childhood Teachers’ Views and Teaching Practices in Outdoor Play with Young Children in Singapore
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-00924-2
The Qualities of Teacher–Child Relationships and Self-Regulation of Children at Risk in the United States and Turkey: The Moderating Role of Gender
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0893-Y
Edges and Boundaries: Finding Community and Innovation as an Early Childhood Educator
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0904-Z
Follow-Up Study Investigating the Effects of a Physically Active Academic Intervention
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00968-Y
Impact of Homelessness on School Readiness Skills and Early Academic Achievement: A Systematic Review of the Literature
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0918-6
Implementing Unplugged Coding Activities in Early Childhood Classrooms
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00967-Z
Visual Environmental Scale: Analysing the Early Childhood Education Environment
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0914-X
Training Interaction Skills of Pre-service ECEC Teachers: Moving from in-Service to Pre-service Professional Development
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00928-6
Quality of Interactions by Early Childhood Educators Following a Language-Specific Professional Learning Program
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00929-5
Comparing Self-Reported and Performance-Based Online Feedback on Early Childhood Teachers’ Implementation of Language Strategies
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00934-8
Comparing Parents’ and Teachers’ Rank-Ordered Importance of Early School Readiness Characteristics
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00938-4
Classifying Home-Based Child Care Providers: Validating a Typology of Providers’ Beliefs and Self-Reported Practices
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00926-8
Supporting Social Development in Young Children with Disabilities: Building a Practitioner’s Toolkit
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00930-Y
Coaching Quality in Pre-kindergarten Classrooms: Perspectives from a Statewide Study
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0899-5
Children’s Emotions in Educational Settings: Teacher Perceptions from Australia, China, Finland, Japan and Spain
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00944-6
Translation Apps: Increasing Communication with Dual Language Learners
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00935-7
Project-Based Inquiry (PBI) Global in Kindergarten Classroom: Inquiring About the World
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00946-4
Move Together, Communicate Together: Supporting Preschoolers’ Communication Skills Through Physical Activities
来源期刊：Early Childhood Education JournalDOI：10.1007/s10643-019-00957-1
Practical Strategies to Promote Reflective Practice When Working with Young Children with and At-Risk for Disabilities
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00932-W
Early Childhood Education Curriculum Choice: Assessing the Interplay between Prior Beliefs and Evidence-Based Information
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00940-W
Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study
来源期刊：Early Childhood Education JournalDOI：10.1007/s10643-019-00956-2
Preschoolers’ Emergent Motivations to Learn Reading: A Grounded Theory Study
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00939-3
Intersections of Race and Bullying in Children’s Literature: Transitions, Racism, and Counternarratives
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00933-9
Exploring Adults’ Emotional Intelligence and Knowledge of Young Children’s Social-Emotional Competence: A Pilot Study
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-017-0887-1
Children from Marginalised Roma Communities at the School Gates: The Disconnect Between Majority Discourses and Minority Voices
来源期刊：Early Childhood Education JournalDOI：10.1007/s10643-019-00959-z
Precursor Models and Early Years Science Learning: A Case Study Related to the Water State Changes
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00937-5
Pre-service Teachers as Authors and Elementary School Students as Readers of Self-Published Picturebooks: A Formative Experiment
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00965-1
Developing Readers: Understanding Concept of Word in Text Development in Emergent Readers
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0902-1
Longitudinal and Geographic Trends in Family Engagement During the Pre-kindergarten to Kindergarten Transition
来源期刊：Early Childhood Education JournalDOI：10.1007/s10643-019-01008-5
Slow on the Draw: The Representation of Turtles, Terrapins and Tortoises in Children’s Literature
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00966-0
Imitation and Social Communication in Infants
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00943-7
Building Playgrounds for Children of All Abilities: Legal Requirements and Professional Recommendations
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00947-3
Correction to: Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-018-0922-X
Putting a Focus on Social Emotional and Embodied Learning with the Visual Learning Analysis (VLA)
来源期刊：Early Childhood Education JournalDOI：10.1007/S10643-019-00955-3

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教育学3区
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否
N/A
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