Early Education and Development

Aims & Scope

Scope: Early Education and Development (EE&D) is a multi-disciplinary professional journal that publishes primarily empirical research on the links between early childhood education and children's development from birth to age 8.

It is international in scope and designed to emphasize the implications of research and solid scientific information for practice and policy.

EE&D is designed for researchers and practitioners involved in preschool and education services for children and their families.

It is informative for child development specialists; developmental, school, and child clinical psychologists; early childhood and special educators; daycare and special education administrators' and child and family policymakers.

EE&D is a connecting link between the research community in early education and child development and school district early education programs, daycare systems, and special needs preschool programs.

It is a publication established as a continuing forum for research and general policy articles in the rapidly growing area of early education services for the preschool child.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.2
2024	2.10

Journal Rank

Year	Value
2024	3744

Journal Citation Indicator

Year	Value
2024	948

SJR (SCImago Journal Rank)

Year	Value
2024	1.165

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	86

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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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.

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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.

• Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis

  Citation: 681

  Authors: Suzanne E., Adriana G., Maria T., Daisy J. H.

• Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?

  Citation: 542

  Authors: Susanne A.

• “Plays Nice With Others”: Social–Emotional Learning and Academic Success

  Citation: 356

  Authors: Susanne A., Chavaughn

• Professional Development in Early Childhood Programs: Process Issues and Research Needs

  Citation: 348

  Authors: Susan M., Carolyn Pope, Christine A., Lisa L.

• Self-Regulation and School Readiness

  Citation: 248

  Authors: Nancy, Carlos, Natalie D.

• A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play

  Citation: 247

  Authors: Angela, Erica

• Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes

  Citation: 238

  Authors: Jason, Terri J., Bridget

• The Effects of Parent-Implemented Enhanced Milieu Teaching on the Social Communication of Children Who Have Autism

  Citation: 231

  Authors: Ann P., Terry B., Jennifer P.

• Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness

  Citation: 223

  Authors: Daryl B., Jamie, Ximena, Ariela, Michelle, Janna

• Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool

  Citation: 219

  Authors: Shauna L., Megan M.

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