| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 481 | 28 | 34 | 9 |
| Psychology | 560 | 54 | 60 | 12 |
The foci of the journal are Sociology of Education, Developmental psychology, Social policy, Pedagogy and Early childhood education. Topics in Sociology of Education explored in the journal were investigated in conjunction with research in Curriculum, Medical education, Mathematics education, Teaching method and Early childhood. The journal holds forums on Developmental psychology that merges themes from other disciplines such as Intervention (counseling) and Social psychology.
While it focused on Social policy, it was also able to explore topics like Economic growth, Finance, Demographic economics, Labour economics and Sample (statistics). The journal connects research in Pedagogy with the related topic of Reading (process). The work on Early childhood education tackled in the journal brings together disciplines like Professional development, Context (language use), Day care and Teacher education.
The field of Nursing is the anchor for the Day care studies presented in Early Childhood Education Journal.
The most cited publications mainly deal with areas of study such as Sociology of Education, Social policy, Developmental psychology, Early childhood education and Pedagogy. The journal articles deal with Sociology of Education in conjunction with Literacy and similar fields in Reading (process). The most cited papers hold forums on Social policy that merge themes from other disciplines such as Social psychology, Labour economics, Finance and Demographic economics.
Early Childhood Education Journal was organized to reinforce research efforts on Sociology of Education, Social policy, Early childhood, Developmental psychology and Early childhood education. Early Childhood Education Journal features research on Sociology of Education in an attempt to reinforce studies in the field of Pedagogy. Research in Demographic economics and the interrelating topic of Earnings were among the subjects of interest in the Social policy studies discussed in Early Childhood Education Journal.
Some problems in Early childhood that were presented in the journal overlapped with concepts under Quality (business), Head start, Special education, Inclusion (education) and Professional development. The journal addresses concerns in Developmental psychology which are intertwined with other disciplines, such as Perception, Intervention (counseling), Association (psychology), Reading (process) and Literacy. While Early Childhood Education Journal primarily focused on Early childhood education, it also opened dialogues on the discipline of Pandemic.
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Early Childhood Education Journal (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Early Childhood Education Journal (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 5.63% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 14.74% were posted by at least one author from the top 10 institutions publishing in the journal. Another 10.88% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 8.07% of all publications and 66.32% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
In light of the myriad of subjects explored in the Early Childhood Education Journal, there is a notable inter-disciplinary study area that represents an essential and growing component within the realm of early childhood development - Substance Abuse Counseling. Despite the stereotypes surrounding addiction treatment, Substance Abuse Counselors play a crucial role in the realm of early childhood education. Following the trends in Sociology, Developmental psychology, and Social policy, Substance Abuse Counselors are uniquely poised to provide necessary support services to children and families affected by substance use disorders.
Substance abuse counseling combines knowledge from various fields such as developmental and social psychology, pedagogy, and social policy to provide a holistic approach to the prevention, treatment, and management of substance use disorders. Whenever the journal has touched on topics related to intervention (counseling), it invariably looks at ways of helping vulnerable members of the population, and children in particular, to navigate through the complexities surrounding substance abuse.
For more insights on how to build a career as a Substance Abuse Counselor within the context of early childhood education, particularly in Idaho, you may want to consider checking out this comprehensive guide. It offers key steps on How to be a substance abuse counselor in Idaho.
These professionals make significant contributions to the fields central to the Early Childhood Education Journal, affirming their importance in protecting and nurturing early childhood development.
Thérèse Lind;Ali Ahmed;Kenny Skagerlund;Camilla Strömbäck
(2020)Elizabeth A. Steed;Nancy Leech
(2021)Valerie Critten;Hannah Hagon;David Messer
(2021)Heather H Kelley;Ashley B LeBaron;E Jeffrey Hill
(2021)Jeffrey Dew;Connor Barham;E. Jeffrey Hill
(2021)Susan M. Sheridan;Natalie Koziol;Amanda L. Witte;Iheoma Iruka
(2020)Exploring Psychology in the USA opens up diverse career pathways, including human services and speech-language pathology (SLP). Many students seek flexibility through online schools for human services, which offer accelerated programs designed to prepare graduates for impactful roles in community support, counseling, and social work.
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