CALL FOR ARTICLES
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!
Please note that you may submit manuscripts following the subject parameters below at any time to be considered for the peer review process, please download full submission guidelines below or 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: Spring/Summer 2023
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?
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: December 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 in advocacy and activism, 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
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.
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.