Perspectives on Early Childhood Psychology and Education
Perspectives on Early Childhood Psychology and Education publishes original contributions for a broad range of psychological and educational perspectives relevant to infants, young children (to age 8), families, and caregivers. Journal articles incorporate evidence-based research, theory, and practice-within clinical, community, developmental, neurological, and school psychology perspectives. The journal accepts test and book reviews, literature reviews, program descriptions and evaluations, clinical studies, and other professional materials of interest to psychologists and educators working with young children.
Published twice a year, the Spring issue focuses on “Growing Up Poor,” with the special focus being edited by Tammy Hughes. The Fall 2017 issue will have a special focus on “Gender Diversity: Nonconformity and Fostering Acceptance.”
Editor: Vincent C. Alfonso
Perspectives Related Links
Organizations and Studies Referenced in Perspectives Volume 2, Issue 1
Perspectives on Early Childhood Psychology and Education Volume 2, Issue 1
This issue has a special focus on “Growing Up Poor: The negative sequelae on child development and beyond.” Addressing the dynamic and developmental processes through which poverty operates, this issue explores the subject of poverty as it relates to impaired mental, emotional, and behavioral development, childcare quality, pediatric screenings, as well as poor nutrition and health.
Special Focus Editors (Growing Up Poor): Tammy Hughes
Perspectives on Early Childhood Psychology and Education Volume 1, Issue 2
The second issue of Perspectives on Early Psychology and Education has a special focus on autism and mental health along with one other general article. The manuscripts in the special focus demonstrate that ASD in early childhood is multifaceted and requires complex thinking on the part of all who work with children with ASD. Practitioners need to understand the evidence supporting different treatment options and how professionals representing diverse disciplines must work with parents to identify optimal treatments for each child. Contributors to this issue include: Susan Wilczynski, David McIntosh, Tristram Smith, Allyson Jordan, Gabrielle Tiede, Kimberley A. Zoder-Martell, Shannon Titus Dierenger, Allison C. Laurie, Caitlin M. Pistor, Neelima Duncan, Jamie B. Gaither, Beth Trammell, Nicole Daugherty, Kassie Shellabarger, Constance McIntosh, Manda Kaake, Chris A. Labelle, Cathy Jones, Marjorie H. Charlop, Benjamin R. Thomas, Amanda Henderson, Nicholas Harris, Sonai Kosmala, Jessica Bostic, Dylan B. Jackson, and Kevin M. Beaver.
2016, Paper, 203 pages