Early Childhood Research Quarterly
Published by Elsevier
ISSN : 0885-2006
Abbreviation : Early Child. Res. Q.
Aims & Scope
Early Childhood Research Quarterly (ECRQ) publishes research on early childhood education and development from birth through 8 years of age.
ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice.
The journal also occasionally publishes practitioner and/or policy perspectives and significant reviews of research.
As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.
Topics of interest include, but are not limited to: • 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
View Aims & ScopeMetrics & Ranking
Impact Factor
Year | Value |
---|---|
2025 | 3.1 |
SJR (SCImago Journal Rank)
Year | Value |
---|---|
2024 | 1.565 |
Quartile
Year | Value |
---|---|
2024 | Q1 |
h-index
Year | Value |
---|---|
2024 | 125 |
Impact Factor Trend
Abstracting & Indexing
Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.
Subjects & Keywords
Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and Social Sciences, designed to support cutting-edge academic discovery.
Most Cited Articles
The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.
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Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Citation: 637
Authors: Carollee, Margaret, Robert, Donna, Diane, Richard, Oscar
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Teachers’ judgments of problems in the transition to kindergarten
Citation: 631
Authors: Sara E, Robert C, Martha J
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The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school
Citation: 517
Authors: Megan M., Alan C., Frederick J.
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Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
Citation: 512
Authors: Margaret, Nathan, Robert, Andrew
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A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading
Citation: 485
Authors: Anne C, Monique
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Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
Citation: 481
Authors: Robert C., Andrew J., Jason T., Bridget K., Laura
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Children at risk for early academic problems: the role of learning-related social skills
Citation: 473
Authors: Megan M, Frederick J, Deborah L
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Touch your toes! Developing a direct measure of behavioral regulation in early childhood
Citation: 456
Authors: Claire E., Megan M., Abigail M., Carol McDonald, Carrie L., Frederick J.