About the Journal

The Journal of Early Childhood Education Perspectives (JECEP) is a peer-reviewed scholarly publication dedicated to advancing knowledge and practice in the field of early childhood education. JECEP serves as an academic forum for researchers, teacher educators, policymakers, and practitioners to disseminate empirical research, theoretical analyses, and practice-based studies that contribute to the understanding and improvement of early childhood education.

Recognizing the foundational importance of the early years, JECEP is committed to publishing high-quality articles that examine child development, learning processes, and early childhood psychology within educational contexts. The journal aims to foster a deeper understanding of how children from birth to eight years learn, grow, and thrive in diverse educational, familial, and socio-cultural environments. Through this focus, JECEP seeks to support professional development among early childhood educators and to enhance the quality of early learning environments at local, national, and global levels.

Aim and Focus:
Aim

The aim of the Journal of Early Childhood Education Perspectives (JECEP) is to promote rigorous and relevant scholarship that advances early childhood education through educational, psychological, and interdisciplinary perspectives grounded in teaching, learning, and policy contexts.

Scope

JECEP welcomes submissions that address early childhood education (birth–8 years), including but not limited to the following areas:

  • Child Development and Early Childhood Psychology in Educational Contexts: Cognitive, social-emotional, linguistic, moral, and physical development as they relate to learning and educational practice.
  • Innovative Pedagogical Models in Early Childhood Education: Play-based learning, project-based approaches, Reggio Emilia, Montessori, and other developmentally appropriate and emergent pedagogies.
  • Curriculum Design, Implementation, and Assessment: Development of inclusive, culturally responsive, and age-appropriate curricula, along with authentic and developmentally appropriate assessment strategies.
  • Teacher Professionalism and Development: Pre-service and in-service teacher education, professional competencies, beliefs, reflective practices, and educator well-being.
  • Family and Community Engagement: Parental involvement, family–school partnerships, and community participation in early childhood education.
  • Educational Technology for Young Learners: Ethical, pedagogically sound, and developmentally appropriate integration of digital tools in early childhood settings.
  • Inclusive and Equitable Early Childhood Education: Educational practices supporting children with diverse abilities, linguistic backgrounds, cultural identities, and learning needs.
  • Policy, Leadership, and Management in Early Childhood Education: Analysis of educational policies, institutional leadership, governance, and management practices influencing early childhood education systems.

JECEP prioritizes manuscripts that demonstrate clear educational relevance, methodological rigor, and meaningful implications for early childhood teaching, learning, and policy.