Journal of Research in Childhood Education
Published by Taylor & Francis
ISSN : 0256-8543
Abbreviation : J. Res. Child. Educ.
Aims & Scope
The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence.
Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings.
Cross-cultural studies and those addressing international concerns are welcome.
We also welcome quality and timely review of research, meta analysis articles as well as methodological articles.
Important to the purpose of this journal is interest in research designs that are integral to the research questions posed, as well as research designs endorsed by the scientific community.
Further, the Journal seeks to stimulate the exchange of research ideas by publication of small-scale studies carried out in a variety of settings (homes, centers, classrooms, hospitals, and other community environments), and whose results are reported where appropriate with the inclusion of effect size information.
Views expressed herein do not necessarily reflect the positions of the Association for Childhood Education International.
View Aims & ScopeMetrics & Ranking
Impact Factor
Year | Value |
---|---|
2025 | 1.3 |
SJR (SCImago Journal Rank)
Year | Value |
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2024 | 0.554 |
Quartile
Year | Value |
---|---|
2024 | Q2 |
h-index
Year | Value |
---|---|
2024 | 41 |
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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The Theoretical Basis For Relationships Between Language and Literacy in Development
Citation: 244
Authors: Catherine E.
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SHELL: Oral Language and Early Literacy Skills in Kindergarten and First-Grade Children
Citation: 149
Authors: Catherine E., Patton O., Petra A., Brenda F.
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Overt and Relational Aggression on the Playground: Correspondence Among Different Informants
Citation: 147
Authors: Mary Kay, Craig H., Clyde C., Larry J., Susanne F.
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Block Play Performance Among Preschoolers As a Predictor of Later School Achievement in Mathematics
Citation: 110
Authors: Charles H., Laura L., Ithel
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Retaining Early Childhood Education Workers: A Review of the Empirical Literature
Citation: 107
Authors: Casey J., Stacy Ann, Deborah M., Leslie A., Kyle R., Lynne M.
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Early Literacy: Linkages Between Home, School and Literacy Achievement at Age Five
Citation: 103
Authors: David K., Patton O.
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Factors Influencing Overall Job Satisfaction and Organizational Commitment in Early Childhood Work Environments
Citation: 99
Authors: Paula
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The Stresses of a “Brave New Worldâ€: Shyness and School Adjustment in Kindergarten
Citation: 86
Authors: Robert J., Kimberley A.
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Characteristics of Teachers Who Talk the DAP Talk<i>and</i>Walk the DAP Walk
Citation: 83
Authors: Mary Benson