Guest Editors: Drs. Adam Davies (University of Guelph), Zuhra Abawi (Niagara University), and Brooke Richardson (Mount St. Vincent University)
Read More Read more about Call for Papers - Epistemic Injustice in Early Childhood Education and Care Special IssueGuest Editor: Cristina Delgado Vintimilla (York University)
Read More Read more about Extended - Call for Papers - Documentation Special IssueGuest Editors: Dr. Jessica Prioletta (Bishop's University), Lindsay Herriot (University of Victoria), and Adam Davies (University of Guelph)
Read More Read more about Call for Papers - Comprehensive Sexuality Education in Early Childhood Special IssueGuest editors: Dr. Susan Prentice (University of Manitoba) and Dr. Veronica Pacini-Ketchabaw (University of Western)
Read More Read more about Extended - Call for Papers - COVID and Beyond: Reconfiguring Early Childhood Education in Canada for the 21st CenturyGuest Editor: Dr. Emily Ashton (University of Regina)
Read More Read more about Extended - Call for Papers - Speculative Worldings of Children, Childhoods, and Pedagogies
Guest editors: Dr. Iris Berger, Áurea Vericat, and Nancy van Groll (University of British Columbia)
Read More Read more about Call for Papers - Contesting Binaries and Crossing Boundaries in Early Childhood Research, Policy, and Practice Special IssueGuest editors: Dr. Tuure Tammi (University of Oulu), Dr. Riikka Hohti (Manchester Metropolitan University), and Adj. Prof. Pauliina Rautio (University of Oulu)
Read More Read more about Call for Papers - Child-Animal Relations and Care Special IssueGuest editors: Karyn Callaghan (President, Ontario Reggio Association), Dr. Cristina Delgado (York University), and Dr. Randa Khattar (Western University)
This call for papers is for critical and generative engagements with educational experiences and research projects that are in the midst of thinking what it means to be inspired by Reggio Emilia’s pedagogical approach. What does this inspiration do to our practices, to our communities? What are the relations between inspiration and invention, resistance and creation, translation and betrayal? In non-European contexts, how might the principles of Reggio Emilia’s approach get lost in translation? How, alternatively, might capacities be cultivated in order to make meaning of these principles in different international contexts?
Read More Read more about Call for Papers - Entanglements with Reggio Emilia: Study Tour Special IssueGuest Editor: Dr. Catherine Hamm (Victoria University, Australia)
In considering settler accountabilities for the early childhood field, the following questions frame possibilities for activating political and ethical teaching and learning practices in places of ongoing settler colonialism;
How might everyday moments of teaching and learning ‘refigure’ Indigenous presences on unceded lands and territories (Nxumalo, 2015)? How can the field of early childhood work to foreground Indigenous worldviews beyond tokenistic ‘grandslam’ approaches (Harrison & Greenfield, 2001)? How does the field of early childhood enact ethical and political response-able (Haraway, 2008) practices in places of ongoing settler colonialism? What are our ethical and political accountabilities in places of unequal relations (both human and more-than-human)?
Read More Read more about Call for Papers - Foregrounding Indigenous Worldviews in Early ChildhoodGuest editors: Dr. Rachel Heydon and Bronwyn Johns (Western University)
The literature on intergenerational learning programs is inter- and trans-disciplinary, including but not limited to intergenerational art programs (LaPorte, 2002), singing groups (Cusicanqui-Messaud & Salmon, 2005), technology programs (Gamliel & Gabay, 2014), and multimodal curricula (McKee & Heydon, 2015). This literature has much to say about critical issues in early childhood education such as the social positioning of young (and old), understandings of disability, and the purposes of education (e.g., Heydon, 2007). It is this criticality that can too often be missing from the intergenerational literature, and is the crux of this call for papers.
In this special issue, we invite papers related to intergenerational learning in all its forms, and are particularly interested in innovative intergenerational research and programming that prompt a reconceptualising of children, elders, learning, and the like.
Read More Read more about Call for Papers - Reconceptualizing Children, Teaching and Learning through Intergenerational ProgrammingGuest editors: Dr. Fikile Nxumalo (University of Texas at Austin) and Dr. Nikki Rotas (University of Alberta)
Building on the potential invigorations of bringing interdisciplinary perspectives into conversation with early childhood environmental education, this special issue invites critical and creative interventions into questions of research and practice in early childhood. In this special issue, we invite papers that reconceptualize environmental education in ways that situate teaching and learning within current environmental precarities, intervene into dominant child-nature discourses, trouble normative methodologies, and unsettle the universalisms and omissions of the Anthropocene.
Read More Read more about Call for Papers - Interdisciplinary Dialogues in Early Childhood Environmental EducationRédacteurs invités: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (Université de Regina), Scott Hughes (Université Mount Royal), Alaina Roach O’Keefe (Université de l’Île-du-Prince-Édouard)
Ce numéro spécial est donc consacré aux partages d’histoires d’espoir et d’actions concertées, reliant la théorie à la pratique. Nous attendons des propositions canadiennes et internationales liées aux pratiques d’apprentissage professionnel qui s’étendent au-delà des programmes individuels, mettant en vedette des partenariats et des efforts de mobilisation communautaire à l’intérieur et à travers différents contextes éducatifs liés à la petite enfance (Centres de la Petite Enfance, maternelle, halte-garderie, etc.) et en lien avec diverses thématiques : philosophiques, pratiques, critiques, transformatrices, personnelles et d’espoir.
Read More Read more about Appel de soumissions - L’apprentissage professionnel innovant en éducation à la petite enfance : inspirer l’espoir et l’actionGuest editors: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (University of Regina), Scott Hughes (Mount Royal University), and Alaina Roach O’Keefe (University of Prince Edward Island)
This special issue, focused on professional learning in early childhood education and care, is dedicated to sharing stories of hope and coordinated action, linking theory with practice. We seek Canadian and international submissions related to professional learning practices that extend beyond individual programs, showcasing partnerships and community mobilization efforts within and across various settings for young children (child care, Kindergarten, drop-in centres, etc.) in relation to philosophical, practical, critical, transformative, personal, and/or hopeful themes.
Read More Read more about Call for Papers - Innovative Professional Learning in Early Childhood Education and Care: Inspiring Hope and ActionKindness at School: What Children’s Drawings Reveal About Themselves, Their Teachers, and Their Learning Communities by Dr. John-Tyler Binfet, published in the latest issue of Journal of Childhood Studies, has received some fantastic media attention in British Columbia.
Please check out some of the press coverage:
The story has also been picked up by Kelowna Capital News, Kelowna Now, Castlegar Source, The Boundary Sentinel, The Trail Champion, The Rossland Telegraph, and MyInforms.com.
Congratulations, Dr. Binfet.
Read More Read more about Press Coverage of "Kindness at School" Research by Dr. John-Tyler BinfetThis special issue of Journal of Childhood Studies imagines contributors taking up the provocation of the title (or a variation) to explore the ludic form across not only the early childhood landscape but through the myriad human activities that intersect and weave through that landscape and beyond. The Editors will consider works in and through: performing arts, performance studies, the visual arts, the child’s eyes, psychology, teacher education, educational research, teacher practice, play theory, and early learning and care. This list is by no means exhaustive, leaving open a playful approach to imagining play as otherwise.
Read More Read more about Call for Papers - Re-thinking the Ludic: Imagining Play as OtherwiseDr. Mindy Blaise, Edith Cowan University, Australia
Dr. Rachel Heydon, University of Western Ontario, Canada
Dr. Jeanne Marie Iorio, University of Melbourne, Australia
Dr. Melanie Janzen, University of Manitoba, Canada
Dr. Rachel Langford, Ryerson University, Canada
Dr. Jenny Ritchie, Victoria University of Wellington, Aotearoa, New Zealand
Dr. Michelle Salazar Pérez, University of Texas at Austin, USA
Dr. Pam Whitty, University of New Brunswick, Canada
Dr. Cristina D. Vintimillia, York University, Canada
Dr. Kathleen Kummen, Capilano University, Canada
Dr. Harper Keenan, University of British Columbia, Canada
Dr. Cassie Brownell, University of Toronto, Canada
Dr. Brooke Richardson, Brock University, Canada
Dr. Alexandra Arraiz Matute, Carleton University, Canada
Dr. Julie Garlen, Carleton University, Canada
Dr. Catherine Hamm, La Trobe University, Australia
Dr. Randa Khattar, Western University, Canada
Dr. Erica Neeganagwedgin, Western University, Canada
Dr. Emily Ashton, University of Regina, Canada
Dr. Noah Kenneally, MacEwan University, Canada
Dr. Adam Davies, University of Guelph, Canada
Dr. Lisa Farley, York Univestiy, Canada
Dr. Nikki Rotas, Western University, Canada
Dr. Brian Wright, University of Memphis, USA
Dr. Nathaniel Bryan, Miami University, USA
Dr. Leilani Sabzalian, University of Oregon, USA
Dr. Hala Mriewed, Western University, Canada
Dr. Hannah Dyer, Brock University, Canada
Dr. Tran Templeton, Columbia University, USA
Dr. Anna Lees, Western Washington University, USA
Dr. Alex Berry, Capilano University, Canada
Dr. Ching-Chiu Lin, Simon Fraser University, Canada
Dr. Rose-Ann Reynolds, University of Cape Town, South Africa
Nicole Ineese-Nash, Toronto Metropolitan University, Canada
ISSN 2371-4107 (print)
ISSN 2371-4115 (online)
previously published as Canadian Children
ISSN 0833-7519 (print)
