The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome. 

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. Further, the Journal seeks to stimulate the exchange of research ideas by publication of small-scale studies carried out in a variety of settings (homes, centers, classrooms, hospitals, and other community environments), and whose results are reported where appropriate with the inclusion of effect size information.

Views expressed herein do not necessarily reflect the positions of the Association for Childhood Education International.

ACEI mission and statement of commitment:

• ACEI acts as a knowledge broker, sharing innovative ideas and practices from a diverse community of individuals and institutions.
• ACEI members take action as advocates for social change and education reform to uphold the child's right to achieve his or her full human potential.

Our Vision

Every child in every nation will have access to a quality education. This education will prepare children to become responsible and engaged citizens and ready them for life in a changing world.

Our Mission

Our mission is to promote and support in the global community the optimal education and development of children, from birth through early adolescence, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society.

• To promote the inherent rights, education and well-being of all children in their home, school and community.
• To work for desirable conditions, programs and practices for children from infancy through early adolescence.
• To bring into active cooperation all individuals and groups concerned with children.
• To raise the standard of preparation for those actively involved with the care and development of children.
• To encourage continuous professional growth of educators.
• To focus the public's attention on the rights and needs of children, and on the ways various programs must be adjusted to fit those rights and needs.