Journal of Early Childhood Literacy

Aims & Scope

Journal of Early Childhood Literacy is a fully peer-reviewed international journal.

Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership.

The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood.

This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy.

Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues.

JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field.

Literacy is broadly defined; JECL focuses on the 0-8 age range.

Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area.

JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods.

The journal is multi-disciplinary.

We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.3

SJR (SCImago Journal Rank)

Year	Value
2024	0.633

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	51

Journal Rank

Year	Value
2024	9124

Journal Citation Indicator

Year	Value
2024	186

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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 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.

• New directions for early literacy in a digital age: The iPad

  Citation: 211

  Authors: Rosie, David, Natalia

• A Review of parent interventions for preschool children’s language and emergent literacy

  Citation: 165

  Authors: Elaine, Alison, Diana

• Technology and literacy in early childhood educational settings: A review of research

  Citation: 157

  Authors: Cathy

• How Well Suited are Electronic Books to Supporting Literacy?

  Citation: 140

  Authors: Maria T., Adriana G.

• Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children’s literacy development

  Citation: 124

  Authors: Daniel J., Sally S., Kymberley K.

• Sisters and Brothers as Language and Literacy Teachers: Synergy between Siblings Playing and Working Together

  Citation: 119

  Authors: Eve

• Electronic versus traditional storybooks: Relative influence on preschool children’s engagement and communication

  Citation: 116

  Authors: Amelia K, Laura M, Sonia Q

• Biliteracy and trilingual practices in the home context: Case studies of Chinese-Canadian children

  Citation: 113

  Authors: Guofang

• Handwriting in early childhood education: Current research and future implications

  Citation: 112

  Authors: Laura H

• Drawings as an Alternative Way of Understanding Young Children’s Constructions of Literacy

  Citation: 109

  Authors: Maureen, Roberta

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