About the Journal
Focus and Scope
The focus of the journal has been on early childhood education, with a particular focus on publishing articles that will be relevant and meaningful to a practitioner audience in New Zealand. Where possible, the journal avoids publishing articles specifically on infant and toddler education, which are better located in the journal First Years, as the editors have wanted to avoid competition between the two locally published journals. Because of the focus on a practitioner audience, the articles are typically quite short in length, are written in accessible language and do not provide in depth discussions of research methods. The journal has always published both peer reviewed and editor-reviewed articles; so that teachers and emerging researchers are supported to share ideas stemming from both research and practice.
Peer Review and Editor Process
Authors are encouraged to submit their articles via the University of Waikato portal and indicate that they wish for the article to be peer reviewed. Articles for peer review should have any identifying details removed from the text of the article. The submission will then be sent by the editors to two reviewers for blind review. Once the reviews are returned the editors will make contact with the author(s) and give advice on the outcome of the review.
Articles that are submitted for review by an editor will be allocated to one of the editors to liaise with the author and to give guidance on whether the submission is appropriate for the Early Education audience. If it is, the editor will then give guidance on how to strengthen the submission for publication. This is an encouraging and supportive process, which is designed to support first time authors in particular.
Ethical Guidance for Peer Reviewers
Peer reviewers are requested to respond to the categories identified in the peer review format that is sent to reviewers. They are also requested to comment on any ethical aspects of the submission and to include feedback to the author(s) on any matters that need to be addressed.
Peer reviewers are requested to declare any known conflicts of interest when they read any submission and to withdraw as a reviewer if they have such a conflict. Reviewers are requested to keep the submission and their review of it confidential.
Guest Editor Policy
There have been a number of guest editors of volumes of Early Education over the years. Typically this is a member of the Editorial Board, who proposes to drive the recruitment of submissions on a particular topic and to lead the editing process. However, the editors welcome proposals from anyone who would like to lead the development of a volume or a section of a volume on a particular topic. Please contact the editor if you would like to make a proposal.
The journal typically includes the following:
- Letter from the editor
- A letter from….
- Peer reviewed articles
- Editor reviewed articles
- Management matters
- Book reviews
- List of contributors
Use of Photos
You must obtain written consent for the use of photos within the journal where a person can be identified. The permission must state permission to publish online.
Should authors, readers or reviewers have a complaint, this must be sent in writing to the General Editor, outlining the basis of the complaint.
The General Editor will review any complaint on the basis of EEJ policies and procedures. The General Editor may convene an extraordinary Editorial Board meeting to resolve matters before responding to the complainant with a final ruling and/or next steps.
Open Access Policy
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
You are free to:
Share—copy and redistribute the material in any medium or format.
Adapt—remix, transform, and build upon the material.
The licensor cannot revoke these freedoms as long as you follow the license terms.
Attribution—You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial—You may not use the material for commercial purposes.
ShareAlike—If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.s.
This journal is published by the Wilf Malcolm Institute of Educational Research, Division of Education, University of Waikato.