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Welcome, ECRP Readers!

Katz and Mendoza

We wish to share some good news. As of 2016, Early Childhood Research & Practice will move to the early childhood special education program at Loyola University Chicago after 17 years at the University of Illinois at Urbana-Champaign. We are delighted by the opportunity to “pass the torch” to our Loyola early childhood colleagues. More details are forthcoming, but until then we are still not accepting submissions to the journal.

Two of the eight papers in the Spring 2015 (Volume 17, Number 1) issue of Early Childhood Research & Practice continue our focus on the landscape of early care and education in our home state of Illinois, USA. Stoll and colleagues discuss findings from their interviews with 50 mothers in Chicago, Illinois, USA, whose nonstandard work hours have created particular challenges to finding child care for their young children. In their “Perspective” article, Zinsser and Dusenbury describe the creation of social and emotional learning standards for Illinois and present recommendations for strengthening the state’s new early learning and development standards.

Parental perspectives are the topic of a study by Mereoiu and colleagues, showing the range of experiences with child care reported by families of young children with autism. Doherty and colleagues discuss the success of an innovative Canadian program for mentoring child care administrators.

Two “Notes from the Field” papers in this issue highlight provocative findings from research in classrooms on use of digital technologies. The “Notes from the Field” designation is for reports of potentially useful data from studies that are relatively small in scope or that might be pilot studies for larger research agendas. These articles focus almost exclusively on what researchers (including practitioners) have found in investigations of classroom practice. For example, Broemmel and colleagues studied whether use of animated electronic books with preschool-age children had any advantages over use of traditional books. Mattoon and colleagues compared preschoolers’ learning from digital manipulatives (e.g., apps for touch tablets) versus traditional manipulatives (e.g., Unifix cubes) in mathematics instruction.

Finally, two articles in the “Features” section describe children’s engagement in project work. Griebling and colleagues show how three children with special needs participated in a project approach study of nearby trees along with their classmates. Ontario (Canada) educator Jane Cowan describes the first time she and her colleagues undertook a long-term project in their early childhood classroom: an investigation of all kinds of wheels that took place over three months.

We hope that you find these papers useful!

We thank those of you who responded to our request for donations in the Spring/Fall 2014 issue. Donations have helped make this issue possible and will be gratefully accepted until December 2015.

Note: Because of budget constraints, Spanish translations are not available for this issue of ECRP.

Thank you,

Lilian G. Katz, editor
Jean Mendoza, associate editor
Susan Fowler, associate editor

Early Childhood Research & Practice (ECRP) is the first scholarly, peer-reviewed, bilingual (English-Spanish) open-access electronic journal in the field of early care and education. ECRP is sponsored by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois at Urbana-Champaign. The journal publishes research reports, literature reviews, essays, interviews, reflections, and commentary on emerging trends and issues by scholars and practitioners from around the world. Areas of emphasis include classroom practice, curriculum, ethics, teacher preparation, higher education, policy, and parent participation. Beginning with the Spring 2004 issue (Vol. 6, No. 1), ECRP is fully bilingual (English and Spanish). Chinese translations of selected articles are sponsored by the Yew Chung Education Foundation. ECRP is indexed in the Directory of Open Access Journals.

Published biannually by the Early Childhood and Parenting (ECAP) Collaborative at the University of Illinois at Urbana-Champaign, Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469. Toll-free phone: 877-275-3227 (Formerly published by the ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois at Urbana-Champaign.)

Child Development, Family, Health, and Education ResearchLast updated: July 19, 2016