About the Journal
Aims & Scope
The Journal of Jewish Early Childhood Education examines the unique features of early childhood education in Jewish contexts. The aim of this journal is to advance research, scholarship, and practice that informs and elevates the field of Jewish early childhood education. The Journal of Jewish Early Childhood Education examines key areas and issues in Jewish early childhood education including holistic interdisciplinary curriculum and pedagogies, multi-model and experiential learning, psychosocial, behavioral, and cultural tensions, family engagement, teacher and leader development, legislative policies and organizational structures, and issues relating to Jewish spiritual growth and practice in early childhood education. The journal is organized into five sections: Qualitative and quantitative empirical research studies, conceptual papers, policy papers, narrative contributions, and review of resources. Each section is described further below:
- Qualitative and Quantitative Empirical Research
High quality IRB (Institutional Review Board) approved or exempt research around Jewish early childhood education. Submissions should follow APA (American Psychological Association) 7th edition guidelines and include discussion of data sources and methods appropriate to the research design. Submission should adhere to a 10,000-word limit. - Conceptual Papers
Conceptual papers "bridge existing theories in interesting ways, link work across disciplines, provide multi-level insights, and broaden the scope of our thinking” (Gilson and Goldberg, 2015, p. 128). They "build on theories and concepts that are developed and tested through empirical research" (Jaakkola, 2020, p. 19). Topics may include discussions of developmental perspectives issues and challenges through a Jewish lens, including but not limited to preschooler’s concepts of prayer or God, psychosocial problems or behavior issues in Jewish preschool populations.
Gilson, L. L., & Goldberg, C. B. (2015). Editors’ comment: So, what is a conceptual paper? Group & Organization Management, 40(2), 127–130. https://doi.org/10.1177/1059601115576425
Jaakkola, E. Designing conceptual articles: four approaches. AMS Rev 10, 18–26 (2020). https://doi.org/10.1007/s13162-020-00161-0 - Policy Papers
Federal, state, and city policies have significant impact on teaching, learning, and schooling of young children in all cultural contexts. This section explores the relationship and implications of legislative policies and concerns for Jewish early childhood education. - Narrative Contributions
School stories and lived experiences with young learners animate Jewish early childhood education. This section includes firsthand reflections and recollections of personal, practical experiences in formal and informal educational contexts. - Independent review of publications that have relevance to Jewish Early Childhood Education.
High quality digital and print resources are reviewed with attention to practical use by early childhood stakeholders including leaders, administrators, teachers, school psychologists, parents, and support staff.
Description of workshops, units of study, and learning experiences inform and inspire innovation and adaptation in Jewish early learning contexts. Artifacts are recommended to enhance clarity and practice.
This section may include description of workshops, units of study, and learning experiences that inform and inspire innovation and adaptation in Jewish early learning contexts.
