Journal of Research in Childhood Education

The Journal of Research in Childhood Education is a quarterly publication with a circulation of about 5,000 subscribers. It was founded in 1924 by its owner, The Association for Childhood Educational International (ACEI) and is targeted to educators and researchers of education. The journal publishes four issues per year, in January, April, July, and October, and features articles on different theories on education. It also includes myriad types of research ranging from case studies to cross cultural studies on educating children from childhood to early adolescence. One of the purposes of the journal is to advance the mission and vision of ACEI. The organization aims to promote optimal education for children around the world and to provide support to educators in their professional development. The Journal is edited by Rebecca Harlin and the publisher is Catherine Bernard. Jan Lacina is a contributing editor. Per the Journal's website, "Important to the purpose of this journal is interest in research designs that are integral to the research questions posed, as well as research designs endorsed by the scientific community."

Articles from Vol. 15, No. 1, Fall-Winter

Born to Be a Teacher: What Am I Doing in a College of Education?
Abstract: This study examined the beliefs about teaching by pre-interns entering a college of education's holistic teaching and learning program. Of interest were the students' beliefs about the concepts of teaching and learning and the sources of...
Children's Conceptualization of Force: Experimenting and Problem Solving
Abstract. The purpose of this research was to examine the effects of constructivist instruction on children's conceptualization of force as compared to instruction based on text and demonstration, and to further identify children's reasoning patterns...
Context as a Critical Factor in Young Adolescents' Concepts of Caring
Abstract: The purpose of this study was to examine the extent to which context played a role in young adolescents' descriptions of barriers to caring in four domains: self, intimate others (close friends and family), acquaintances (people in school),...
Inside the Picture, outside the Frame: Semiotics and the Reading of Wordless Picture Books
Abstract. The publishing world has witnessed a proliferation of wordless children's books during the past 40 years. Books in this genre offer young readers invitations to transact with a whole system of images as they navigate these texts. Using a...
Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence among Head Start Children
Abstract: While early childhood theorists emphasize the importance of the parent-child relationship to school performance, research findings on the relationship between parenting characteristics and child cognitive competence vary in their results....
Maternal Scaffolding in the Child's Zone of Proximal Development across Tasks: Cross-Cultural Perspectives
Abstract. This study examined cultural differences in the amount and type of maternal scaffolding of children's learning and their effects on children's independent performance across two distinct activities: goal-oriented vs. free play. Twenty Iranian...
The Effect of Maternal Employment on Schoolchildren's Educational Aspirations in Korea
Abstract. The purpose of the study was to examine the relationships between maternal employment and schoolchildren's educational aspirations in Korea. The sample consisted of 1,294 fifth- and tenth-graders and their mothers. These students in 1996...
The Expression of Care in the Rough and Tumble Play of Boys
Abstract: Rough and tumble play (R&T) is widely researched in relationship to social affiliation and the cognitive benefits to the participants. One less-researched aspect of R&T is the affective dimension, more specifically, the way in which...
Whole Language vs. Isolated Phonics Instruction: A Longitudinal Study in Kindergarten with Reading and Writing Tasks
Abstract: Thirty-eight kindergartners were individually interviewed with reading and writing tasks in September, November, January, March, and May. Half of the children received phonics instruction, in isolation, from a teacher who identified herself...
Young Children's Perceptions of Time Out
Abstract: Preschoolers' perceptions of, and feelings about, time out were assessed. Observations were conducted in 11 child care centers by pairs of trained child study students. Forty-two young children were interviewed subsequent to a time out experience....