About the Journal

The International Journal of Emerging Issues in Early Childhood Education (IJEIECE) has been published continuously since 2019 with registered number p-ISSN 2655-9986, e-ISSN 2685-4074, published by Faculty of Teacher Training and Education, Universitas Terbuka. The IJEIECE aims at providing a forum for consideration of current issues and development and for the exchange of information and ideas about research and praxis in the practices of childcare and early childhood (K-3levels) teacher education. Issues may relate to pre-service teacher preparation and in-service professional development. This journal prefers to publish original studies that contain data about community-based education, school, and classroom practices, and management at those levels. In addition, the IJEIECE presents articles that relate to the latest research and review on early child development, cognitive psychology, and the sociology of learning and teaching. Contents of the articles may include theories and practices current methodologies of teaching and leaming, technologies of teaching and leaming in digital eras, curriculum review and research, and school and community-based management. For the purposes of manuscripts published in the IJEIECE, early childhood education generally is considered from kindergarten (K) for 4 to 6-year-olds through Grade 3 for 7 to 9-year-olds. The IJEIECE welcomes research manuscripts, and reflective reports on innovation in childcare management and teacher education practices, as well as reviews professional learning resources. All articles to be published in this journal will have undergone rigorous peer review, based on editor screening and refereeing by three anonymous reviewers.

Name: International Journal of Emerging Issues in Early Childhood Education (IJEIECE)
P-ISSN: 2655-9986
May and November
Indexing and Abstracting:
Dimensions, Google Scholar, ROAD, Crossref, Garuda and others in progress
The Institute for Research and Community Services (LPPM), Universitas Terbuka, Indonesia.

Current Issue

Vol. 5 No. 2 (2023)
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