Dimensions of Early Childhood Special Issue 2020 – Call for Manuscripts

It’s All About Relationships! Guest Editor: Dr. Wilma Robles-Melendez

Quality relationships in early childhood are very important for children’s healthy socioemotional development (Sequin & MacDonald, 2018). Vygotsky believed that children learn from adults and peers and that learning occurs through the zone of proximal development (Vygotsky, 1978). Parents help build strong relationships by modeling and teaching (O’Connor, Nolan, Bergmeier, Hooley, Olsson, & Cann, 2016) oftern through funds of knowledge (Moll, Amanti, Neff & Gonzales, 1992) as families value such relationships. Furthermore, the nature of teacher-child relationships is important for quality learning experiences in the early childhood classroom (Albin-Clark, Shirley, Webster, & Woolhouse, 2018). We are looking for manuscripts that focus on different aspects of relationships in early childhood. The following include possible topics but it is not an exclusive list:

Peer relationships, relationships and children with special needs, relationships in play, child-child relationships, adult-child relationships (teacher or parent), parent-teacher relationships, intergenerational relationships, intergenerational relationships, quality interactions, diversity in relationships (including same-sex families, immigrant families, one parent families, families in poverty), social competence, problem solving, classroom environment, temperament, behavior, emotions, self-control, trust, trauma, separation, loss, influence of technology, relationships vs. friendships, and friendship

Please send your submission by September 1, 2019 to editor@southernearlychildhood.org

Mari Riojas-Cortex, Ph.D., Editor

References:

Albin-Clark, J., Shirley, I., Webster, M., Woolhouse, C. (2018). Relationships in early childhood education—Beyond the professional into the

personal within the teacher-child dyad: Relationships “That Ripple in the Pond.” Early Child Development and Care, 188(2), 88-101.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and

classrooms. Theory Into Practice, 31(2).

O’Connor, A., Nolan, A., Bergmeier, H., Hooley, M., Olsson, C., & Cann, W., Williams-Smith, J., & Skouteris, H. (2016). Early childhood

education and care educators supporting parent-child relationships: A systematic literature review. Early Years: An International

Research Journal, 37(4), 400-422.

Séguin, D. G., & MacDonald, B. (2018). Prediction of the quality of social relationships in early childhood. Early Child Development and Care,

188(8), 1147-1163.

Vygotsky, L. V. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

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