The eceLINK Peer Reviewed Collection will be featured in both Spring and Fall issues. If you are interested in participating on the editorial committee or have any questions about the submission process, please contact the provincial office. As always, we want to hear from you!

Call for articles 

Please note that you may submit manuscripts following the subject parameters below at any time to be considered for the peer review process, for full submission guidelines please contact:  [email protected]

  • Subject parameters: Early Childhood Policy, Early Childhood Practice, Early Childhood Pedagogy, Social Justice in ECE, Professionalism, Disability and Inclusion in ECE, Environmentalism in ECE, Collaborative Practices, Diversity in ECE, Action Research in ECE, Early Childhood Classroom Issues at the Program Level, Pedagogical documentation, Engaging How does Learning Happen?  

You may also submit general content articles (non peer reviewed) at anytime to be considered for publication in the eceLink magazine, please send general content to [email protected]

Issue: Fall/Winter 2022

Special Issue Call:

As the apex of the pandemic subsides, we find ourselves emerging in a context of heightened uncertainty and messiness. Global economic and political violence provide the backdrop for all of us to establish a new reality. Having been largely ignored during the pandemic, early childhood educators, children and families are emerging from the haze. In Canada, there is some hope as agreements with all provinces and territories have been signed in relation to a first-ever national childcare program. As we look to find our footing and step forward into what is next, we wish to take a moment honour, reflect and center the relationships that we understand to be foundational to our existence in the human and more-than-human worlds. In this issue we hope to provoke research, dialogue and thinking about how our relationships have been interrupted, adapted and persevered despite the many practical barriers to typical ways of doing relationships over the past two years. We are also interested in if this matters as we move toward meaningful advocacy and pedagogical work. We wonder:

  • How do we think differently about the value of relationships between children, families and educators and the more-than-human world in ECE programs right now - when the world is as it is, facing white supremacy, armed conflict, climate devastation, and the consequences of a massive viral outbreak? (not only relationships between educator and children/families, but also between educators and between children/families and all of these groups and the natural environment)
  • Has how we do relationships changed? How? 
  • Are relationships centered (or not) in formal policy documents/announcements by provinces/territories and the federal government? What might be the implications of this?
  • How might young children understand themselves in relation to others after two years of pandemic induced isolation? (for many children, they are emerging into the social world beyond the family for the first time). What does this mean for educators, themselves looking to find solid footing in a hostile, unpredictable world? 

Form and Style 

Style should be consistent with the Publication Manual of the American Psychological Association (7th Edition). The journal uses Canadian spelling; please consult the Oxford Canadian Dictionary. The editors welcome manuscripts between 5000-7000 words. 

Submission deadline:  August 15, 2022

Please email submissions to: [email protected]

Aims and Scope of the Peer Reviewed Section

  • Centre the voices/lived experiences of ECEs in the knowledge production process.
  • Create a space for ECE professionals and allies to critically engage with contemporary pedagogy, policy and practice issues in the ECE sector (and beyond):
    • What are the current limitations of ways of knowing and being an early childhood educator in our sector?
    • How might ideas about children, childhood, education, educators, parents and families (beyond developmentalism) create space for new possibilities in the ECE?
    • We encourage submissions to trouble existing power relations at the interpersonal, community, state and global level.
  • Contribute to building a community of scholars committed to positioning ECE pedagogy and practice as deeply ethical and political: 
    • Recognizing the AECEO’s unique space as an organization dedicated to building the collective voice of ECEs, we understand this publication as a venue for generating dialogue from perspectives that disrupt what already is.
    • New ways of conceptualizing professional practice, children, care, and individuals (and relations) involved in ECE through critical theory, cultural studies, and deconstructionist (and reconstructionist) lenses.

Understanding the eceLINK as contributing to the overall role of the AECEO as an advocacy and activism organization, we seek articles that:

  • Conceptualize pedagogy, curriculum, and relationships as work that disrupts existing systems of capitalism, developmentalism, neoliberalism, and ongoing settler colonialism.
  • Position the sharing of robust, collegially-reviewed articles as a strategy to deepen the richness, creativity, and political power held through lived knowledges in the field.
  • Embrace the sharing of peer-reviewed articles as an opportunity to build allies.

Peer Review Process

Manuscripts submitted undergo a rigorous peer review. Two peer reviewers who have or are working towards a PhD in early childhood studies or a related discipline provide a detailed assessment of the manuscript based on the following criteria: relevancy of subject, writing style, interest level for AECEO-eceLINK readers, organization, and presentation of ideas/research.

Possible outcomes of the peer review process are:

  • accepted for publication with no revisions
  • accepted for publication with minor revisions
  • invited to resubmit the manuscript with accompanying document showing how feedback has been addressed. When resubmitted, the manuscript will be accepted or rejected
  • rejected

Manuscript Guidelines

Form and Style

Style should be consistent with the Publication Manual of the American Psychological Association (7th Edition). The journal uses Canadian spelling; please consult the Oxford Canadian Dictionary.

  • All citations must contain DOI information where relevant.
  • An abstract should be included at the start of the manuscript and not exceed 100 words.
  • 4-5 keywords that represent the content of the article should be included following the abstract.
  • Footnotes should not be used. We prefer that endnotes be avoided, but if you find it necessary to include them, please use the Insert Endnote function in Microsoft Word to insert them into your text rather than typing the numbers manually. This will ensure that your endnotes do not get lost in the journal's copyediting process.
  • Manuscripts must be 5000-7000 words
  • In order to enable blind review, manuscripts must be anonymized.  No author information should be included in the manuscript.
  • When using names of children in your article, please use pseudonyms and advise us that you have done so.
  • Please use Times New Roman 12-point font and do not use any special formatting or styles.
  • Articles should be submitted in Microsoft Word format as per the submission instructions below.

Download Full Submission Guidelines - now including a new Aims & Scope section

Acceptance and Publication

The editor will acknowledge receipt of all manuscripts received. The final publication decision rests with the editors and will be communicated in reasonable time. Manuscript revisions will be sent to the author designated to receive them, and should be corrected and returned immediately. Contributors will be notified when the article has been published.


The editor reads all of the submissions and sends to reviewers.  

Brooke Richardson, RECE, MA, PhD




Publication Chair

The chair will liaison with the Editor and chair the editorial committee that advises on overall content for eceLink.

Laura Coulman, RECE, MSC, PhD Candidate