Infant and Child Development

Aims & Scope

Infant and Child Development aims to publish the best contemporary research in developmental psychology through empirical, theoretical and methodological papers addressing psychological development from the prenatal period to adolescence.

The journal welcomes brief empirical reports (up to 3000 words), and longer reports on a sequence of studies, reviews or theoretical papers (normally up to 8000 words).

With a readership including researchers in developmental psychology, but also child practitioners in health and education, the journal publishes research addressing typical and atypical development across the range of human behaviour and experience including socio-emotional, cognitive, perceptual, motor, and language development.

Infant and Child Development is particularly keen to publish research which elucidates processes and mechanisms of development, and which extends or challenges accepted ways of thinking.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.9
2024	2.80

Journal Rank

Year	Value
2024	5816

Journal Citation Indicator

Year	Value
2024	608

SJR (SCImago Journal Rank)

Year	Value
2024	0.888

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	70

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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, 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.

• Cumulative parenting stress across the preschool period: relations to maternal parenting and child behaviour at age 5

  Citation: 590

  Authors: Keith A., Catherine, Casey

• How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory

  Citation: 566

  Authors: Stephanie M., Louis J., Casey

• The relationships between parenting stress, parenting behaviour and preschoolers' social competence and behaviour problems in the classroom

  Citation: 472

  Authors: Laura Gutermuth, Bruno J., Denise N., Daniel Q., Christine, Stephanie

• The early development of the autonomic nervous system provides a neural platform for social behaviour: a polyvagal perspective

  Citation: 415

  Authors: Stephen W., Senta A.

• The development and neural bases of face recognition

  Citation: 383

  Authors: Charles A.

• Parenting and self‐regulation in preschoolers: a meta‐analysis

  Citation: 274

  Authors: Annemiek, Cathy, Marcel A. G., Maja

• Homotypic and heterotypic continuity of fine‐grained temperament during infancy, toddlerhood, and early childhood

  Citation: 260

  Authors: Samuel P., Mary K., Maria A.

• Changes and challenges in 20 years of research into the development of executive functions

  Citation: 221

  Authors: Claire

• How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments

  Citation: 215

  Authors: Susanne A., Hideko H., Katherine, Todd M.

• Rigidity and flexibility of gender stereotypes in childhood: developmental or differential?

  Citation: 202

  Authors: Hanns M., Diane N., Lisa, Barbara, Regina, Petra

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