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 3 to 8 years old. 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.
The scope of EE&D includes normal, at-risk, and special needs children, preschool and daycare programs, research on remedial programs, instructional and developmental techniques, school district and community policies, kindergarten screening, assessment devices and approaches, parental role and competencies, staff competencies, social and physical environment, school readiness, and early education and intervention.
Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees. Insofar as authors follow our instruction to completely anonymize their submissions, all review is double-anonymized.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.
The audience for the Early Education and Development journal includes those involved in educational and preschool research and/or services for children and their families: early education supervisors, school psychologists, daycare administrators, child development specialists, developmental and child clinical psychologists, and special education administrators.
Journal metrics
Usage
320K annual downloads/views
Citation metrics
2.1 (2023) Impact Factor
Q1 Impact Factor Best Quartile
2.9 (2023) 5 year IF
5.5 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
1.831 (2023) SNIP
1.252 (2023) SJR
Speed/acceptance
4 days avg. from submission to first
decision
72 days avg. from submission to first
post-review decision
11 days avg. from acceptance to online
publication
13% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
FOUNDING EDITOR Richard R. Abidin University of Virginia
ASSOCIATE EDITORS Arya Ansari - The Ohio State University Andres S. Bustamante - University of California Joana Cadima - University of Porto Lieny Jeon -The University of Virginia Eva Lau - The Education University of Hong Kong Philip Hui Li - The Education University of Hong Kong (EdUHK) L. Brook Sawyer - Lehigh University
EDITORIAL BOARD
Nancy Aaron Jones - Florida Atlantic Univeristy James Anderson -University of British Columbia Craig S. Bailey - Yale University Oana Benga -Babes-Bolyai University, Cluj-Napoca, Romania Gary Bingham - Georgia State University Isabel Bradburn - Virginia Tech Child Development Center for Learning and Research David J. Bridgett - Northern Illinois University Laura Brock - College of Charleston Rebecca J. Bulotsky-Shearer - University of Miami A. G. Bus -Universiteit Leiden, The Netherlands Joana Cadima - University of Porto, Portugal Claire E. Cameron - University of Virginia Anne H. Cash - University of North Carolina at Charlotte Ni Chang - Indiana University South Bend Jui-Chih Chin -University of Taipei, Taiwan Timothy W. Curby - George Mason University Barbara D. DeBaryshe - University of Hawai'i at Manoa Greta L. Doctoroff - Ferkauf Graduate School, Yeshiva University Julie C. Dunsmore -Virginia Polytechnic Institute and State University Nicole Edwards - Rowan University James Elicker -Purdue University Eric J. Erwin -OENSU Early Childhood Programs Ruth Feldman - Bar-Ilan University, Israel David E. Ferrier - University of Tennessee at Chattanooga Kathryn L. Fletcher - Ball State University Bruce Fuller - University of California, Berkeley Elena Geangu -Institute of Psychosocial Research, Romania Stacie G. Goffin -Goffin Strategy Group Jorge E. Gonzalez -University of Houston M. Elizabeth Graue - University of Wisconsin, Madison Paulo Graziano -Florida International University Ilaria Grazzani - Department of Human Sciences for Education, University of Milano Bicocca, Milan, Italy Janette E. Herbers - Villanova University Annemarie Hindman - Temple University Robert M. Hodapp -Vanderbilt University Robin L. Hojnoski - Lehigh University Nina Howe - Concordia University Nina Koren-Karie -University of Haifa, Israel Juhu Kim - Ajou University, Republic of Korea Kyong-Ah Kwon - University of Oklahoma Sarah Lang - Ohio State University Jin-Hee Lee - Keimyung University, Daegu, Republic of Korea Stephen S. Leff - Children's Hospital of Philadelphia & University of Penn School of Medicine Anita S. McGinty - Center for the Advanced Study of Teaching and Learning Rebecca S. New - School of Education, UNC-Chapel Hill Deborah J. Norris - Kansas State University Christine Pajunar Li-Grining - Loyola University Chicago Francisco Palermo - Human Development and Family Science, University of Missouri Ty Partridge - Wayne State University Robert Pianta -University of Virginia Amy E. Root - West Virginia University Kathleen Moritz Rudasill - University of Louisville Maria Forns Santacana - University of Barcelona, Spain Stefania Sette - Sapienza University of Rome, Italy Lori Skibbe - Michigan State University Cynthia L. Smith - Virginia Tech Seung-Hee Son - University of Utah Alison Sparks - Amherst College Michael J. Sulik - Stanford University Christopher Trentacosta - Wayne State University Carlos Valiente - Arizona State University Michel Vandenbroeck - Ghent University Shannon Wanless - University of Virginia Xiaoli Wen -National Louis University Adam Winsler -George Mason University Richard Wong Kwok Shing - Hong Kong Baptist University Sha Xie - Normal College, Shenzhen University, China Weipeng Yang - The Education University of Hong Kong, Hong Kong SAR, China Qilong Zhang - College of Education, United Arab Emirates University Yair Ziv - University of Haifa
Updated 21-02-2024
Abstracting and indexing
Early Education and Developmentis abstracted/indexed in:
EBSCOhost
Associates Program Source Plus
Book Review Digest Plus (H.W. Wilson)
Current Abstracts
Education Abstracts (H.W. Wilson)
Education Full Text (H.W. Wilson)
Education Index (Online)
Education Research Complete
Education Research Index
Education Source
Military Transition Support Center
OmniFile Full Text Mega (H.W. Wilson)
PsycINFO
SocINDEX
SocINDEX with Full Text
TOC Premier (Table of Contents)
Vocational Studies Complete
Elsevier BV
Scopus
ERIC (Education Resources Information Center)
Gale
Academic OneFile
Educator's Reference Complete
National Library of Medicine
PubMed
OCLC
Education Index (Online)
Ovid
PsycINFO
ProQuest
Education Database
Health Research Premium Collection
Professional ProQuest Central
ProQuest 5000
ProQuest 5000 International
ProQuest Central
ProQuest Education Journals
ProQuest Professional Education
Psychology Database
Social Sciences Premium Collection
Taylor & Francis
Educational Research Abstracts Online
Studies on Women and Gender Abstracts (Online)
Thomson Reuters
Current Contents
Social Sciences Citation Index
Web of Science
Open access
Early Education and Development is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
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