Journal of Research in Childhood Education

期刊简介：The Journal of Research in Childhood Education (JRCE) publishes high-quality research from around the world that advances our knowledge and practice related to education and caregiving from birth through age 10. Recognizing the critical nature of adult–child interactions in shaping children’s learning and development, the journal is placing a particular focus on illuminating how adults and children co-construct learning, culture, and meaning across diverse social, linguistic, and cultural contexts. A distinguishing expectation of JRCE is that all manuscripts should offer clear implications for practice and policy development. Contributions must meaningfully inform the development of new or improved teaching pedagogies, parenting practices, models for teacher professional development, learning activities or interventions, or educational policies that strengthen children’s development and educational experiences. JRCE is committed to publishing research that not only advances theory but also provides actionable insights that educators, policymakers, and families can use to promote equitable, inclusive, and developmentally meaningful learning opportunities. The journal’s central mission is to provide a scholarly platform that informs educational policy, enriches pedagogical practice, supports family engagement, and guides the design of innovative learning experiences. By bridging global research perspectives, JRCE aims to catalyze dialogue and innovation that improve the quality, equity, and cultural responsiveness of early and middle childhood education worldwide. Focus Areas JRCE welcomes empirical and theoretical contributions that examine the role of adult–child interactions in shaping children’s learning, development, and daily experiences across home, school, and community settings. Manuscripts should clearly connect their findings to implications for practice, pedagogy, or policy. Topics of interest include, but are not limited to: The nature, quality, and impact of adult–child interactions Instructional practices in sociocultural contexts, including play-based, inquiry-based, and culturally responsive pedagogies Learning-focused interactions, including scaffolding, dialogic reading, and multilingual development Social–emotional interactions with adults and peers, including co-regulation, behavior support, and relationship-based practices Interactions that promote STEM reasoning, problem-solving, and exploratory learning Classroom organization, learning environments, and interactional routines Teacher knowledge, identity, and reflective practice as they relate to children’s learning and development Parenting practices across cultures and communities that shape children’s learning and socio-emotional growth Inclusive and equitable interactional practices in early intervention and special education Technology-mediated interactions, including those involving AI tools, virtual learning, and digital platforms Interactions in contexts of crisis, displacement, poverty, or resource-limited environments Future-oriented childhood education addressing global challenges (e.g., demographic shifts, digital divides, sociopolitical instability, climate change, emerging technologies) The nature, quality, and impact of adult–child interactions Instructional practices in sociocultural contexts, including play-based, inquiry-based, and culturally responsive pedagogies Learning-focused interactions, including scaffolding, dialogic reading, and multilingual development Social–emotional interactions with adults and peers, including co-regulation, behavior support, and relationship-based practices Interactions that promote STEM reasoning, problem-solving, and exploratory learning Classroom organization, learning environments, and interactional routines Teacher knowledge, identity, and reflective practice as they relate to children’s learning and development Parenting practices across cultures and communities that shape children’s learning and socio-emotional growth Inclusive and equitable interactional practices in early intervention and special education Technology-mediated interactions, including those involving AI tools, virtual learning, and digital platforms Interactions in contexts of crisis, displacement, poverty, or resource-limited environments Future-oriented childhood education addressing global challenges (e.g., demographic shifts, digital divides, sociopolitical instability, climate change, emerging technologies) Types of Manuscripts JRCE accepts a wide range of scholarly contributions, with the expectation that each will articulate clear implications for advancing practice or policy: Original empirical studies (quantitative, qualitative, mixed-methods) Ethnographic and observational studies Case studies and design-based research Longitudinal and naturalistic investigations of adult–child interaction Cross-cultural and international comparative research Small-scale, contextually rich studies conducted in diverse settings (homes, classrooms, childcare centers, hospitals, community environments, virtual learning spaces) Original empirical studies (quantitative, qualitative, mixed-methods) Ethnographic and observational studies Case studies and design-based research Longitudinal and naturalistic investigations of adult–child interaction Cross-cultural and international comparative research Small-scale, contextually rich studies conducted in diverse settings (homes, classrooms, childcare centers, hospitals, community environments, virtual learning spaces)

【译文】《儿童教育研究杂志》(JRCE) 发表来自世界各地的高质量研究成果，推动我们从出生到 10 岁的教育和护理相关知识和实践的发展。认识到成人与儿童互动在塑造儿童学习和发展方面的关键性质，该杂志特别关注阐明成人和儿童如何在不同的社会、语言和文化背景下共同构建学习、文化和意义。 JRCE 的一个独特期望是所有手稿都应为实践和政策制定提供明确的影响。贡献必须为新的或改进的教学法、育儿实践、教师专业发展模型、学习活动或干预措施或加强儿童发展和教育体验的教育政策的发展提供有意义的信息。 JRCE 致力于发表研究成果，不仅推进理论发展，还提供可操作的见解，教育者、政策制定者和家庭可以利用这些见解来促进公平、包容和对发展有意义的学习机会。该杂志的核心使命是提供一个学术平台，为教育政策提供信息，丰富教学实践，支持家庭参与，并指导创新学习体验的设计。通过桥接全球研究视角，JRCE 旨在促进对话和创新，提高全球幼儿和中学教育的质量、公平性和文化响应能力。重点领域 JRCE 欢迎实证和理论贡献，研究成人与儿童互动在塑造儿童在家庭、学校和社区环境中的学习、发展和日常经历中的作用。手稿应清楚地将他们的发现与实践、教学或政策的影响联系起来。感兴趣的主题包括但不限于： 成人与儿童互动的性质、质量和影响 社会文化背景下的教学实践，包括基于游戏、基于探究和文化响应的教学法 以学习为中心的互动，包括支架、对话式阅读和多语言发展 与成人和同龄人的社会情感互动，包括共同监管、行为支持和基于关系的实践 促进 STEM 推理、解决问题和探索性学习的互动 课堂组织、学习环境和互动惯例 与儿童学习和发展相关的教师知识、身份和反思性实践 塑造儿童学习和社会情感成长的跨文化和社区养育实践 早期干预和特殊教育中包容和公平的互动实践 技术介导的互动，包括涉及人工智能工具、虚拟学习和数字平台的互动 危机、流离失所、贫困或资源有限环境下的互动 面向未来的儿童教育，应对全球挑战（例如人口变化、数字化）分歧、社会政治不稳定、气候变化、新兴技术） 成人与儿童互动的性质、质量和影响 社会文化背景下的教学实践，包括基于游戏、基于探究和文化响应的教学法 以学习为中心的互动，包括脚手架、对话式阅读和多语言发展 与成人和同龄人的社会情感互动，包括共同调节、行为支持和基于关系的实践 促进 STEM 推理、解决问题和探索性学习的互动课堂组织、学习环境和互动惯例 与儿童学习和发展相关的教师知识、身份和反思实践 塑造儿童学习和社会情感成长的跨文化和社区养育实践 早期干预和特殊教育中包容和公平的互动实践 以技术为媒介的互动，包括涉及人工智能工具、虚拟学习和数字平台的互动 危机、流离失所、贫困或资源有限环境下的互动 面向未来的儿童教育应对全球挑战（例如人口统计）转变、数字鸿沟、社会政治不稳定、气候变化、新兴技术）M 的类型