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Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
  • The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
  • The submission file is in Microsoft Word, or RTF document file format.  As a suggestion,  Times New Roman could be used as font style given that published manuscripts will be, in the end, formatted using this font.
  • Where available, URLs for the references have been provided. Dates of access should be included for anything taken from an article or other link taken from the internet.
  • The text is double-spaced; uses a 12-point font, with times new roman font preferred but not required at submission; text employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
  • The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines, which is found in About the Journal.  We are asking authors to use the 6th edition of the American Psychological Association for the reference/style formatting guide.  If another style guide is strongly preferred, please choose that, and follow it consistently in journal article development before submission.  Again see below about "Blind Review."
  • If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review) have been followed.
  • An abstract of not more than 150 words has been provided along with a short author bio.

Author Guidelines

The manuscript should illuminate issues of power, justice, equity, and/or oppression/privilege important to the various fields of research and practice that focus on policy related to younger human beings locally and/or globally.  These fields include, but are not limited to: education, history, culture and gender studies, anthropology, sociology, and critical psychology.  Please note that articles from disciplinary fields that are not traditionally tied to "childhood," or work that challenges the boundaries of disciplines, may provide important insights into power and public policy for those who are younger. Further, when a manuscript focuses on local policy issues, the author is expected to relate the content to the broader international community, whenever possible or relevant; this relationship should NOT be in the form of generalizations, but rather tied to an appreciation for diversity, complexity, and the multiplicity of lenses from which critical perspectives can function.

The manuscript should demonstrate evidence of intellectual thoroughness, depth, author reflexivity, and a broad understanding of the knowledge(s) that are used to construct the text.  Diverse examples of this evidence would include: a well informed use of literature related to the topic, OR for a naturalistic research study, an in-depth, rich display of the complexity of data gathered from informants.

Article length should usually range from 25-30 double-spaced typed pages; however, the online nature of the journal facilitates a range of possible lengths.  The author is reminded that manuscript length may influence time for review and choice of use by readers once the article is published.  The journal adheres generally to the bibliographic and research paper style of the Publication Manual of the American Psychological Association (6th edition). Performance and/or other artistic formats may be accepted when appropriate for text; however, the basic consistent bibliographic format will be expected.  Examples include the following, but guidelines and the APA 6th edition handbook, found in most libraries, or with guides on-line, should be used.

Robinson, S.P., & Brown II, M.C. (Eds.)  (2007).  The children Hurricane Katrina left behind:  Schooling context, professional preparation, and community politics.  New York:  Peter Lang.

Hodkinson, P. (2008).  Scientific  research, educational policy, and educational practice in the United Kingdom:  The impact of the audit culture on further education.  Cultural Studies-Critical Methodologies, 8 (3), 302-324.




Critical Policy or Curriculum Discussions, Links to share

This section provides a forum for distributing and discussing critical issues concerning early childhood policy. Contributions may include policy statements and positions, critiques of current policy initiatives, documents and developments at local, national, regional or global level. Relevant web links are also considered if appropriately annotated. Submissions will be peer-reviewed by the section editors or other journal editors before they are considered for publication by ICCPS. We also invite contributions to this section as original articles or essays, which must adhere to the ‘Author Guidelines’ as published on the journal website.

Please submit contributions directly to the section editor Mathias Urban ( or through the journal website ( ).

Community/Teaching/Family Perspectives

Specific discussions, or articles, videos, or new critiques that are largely from or based on community (family, teachers, caregivers, children's voices and experiences) should be submitted to (for now) for possible inclusion in this section of the journal.  These perspectives are very welcome; however, as this is a new section of the journal, contributions will be reviewed by the editor or editors before posting or inclusion.  Thank you.  Research articles focused on these same issues should be sent to the peer-reviewed article section of the journal.

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