More than 150 years of professional profile of ELTE’s Faculty of Faculty of Primary and Pre-School Education include the theoretical and practical teaching of research-based methodology of learning and personality development of children, with a particular focus on the first 12 years of the children's life. The aim of the Journal of Early Years Education is to provide a forum for the latest scientific studies and papers on this field. Our goal is to provide researchers, academics, teachers and parents with the results of scientific research on nursery, kindergarten, school and children aged 0-12 years. The journal is peer-reviewed, manuscripts are anonymously reviewed by reviewers.

The Journal of Early Years Education offers studies and other scientifically relevant, practical writings to the researchers, teachers and educators and to families. We want to reach all those who are engaged in theoretical research on early childhood, and innovations in everyday pedagogical practice described with scientific rigour.

Academic research in general, including research in education, is only one source of knowledge useful for pedagogical practice, much of which is generated in everyday pedagogical practice and is procedural and non-declarative in nature. The dynamics of the relationship between universities and the public education sector are also being redefined, as illustrated by the knowledge triangle model. This practical form of knowledge is produced, shared and used to improve pedagogical practice in communities and networks. Drawing on trends in the European Union and OECD countries, national education policy has identified the strengthening of early development and the early schooling phase as a cross-government educational development agenda. In line with current international trends, the classical actors of scientific research do not see themselves as the sole or even the most important source of relevant knowledge, their role being essentially that of a communication partnership. This is the approach taken by our journal: we aim to provide an adequate forum for this communication in several ways.

Papers published meet scientific criteria and that seek relevant answers to the problems of early childhood education, such as the opportunities and challenges of family education in an ever-changing social environment, by focusing on an evidence-based approach, the relationship between family and institutional education, the special educational needs of disadvantaged pupils, the foundations for lifelong learning, the linking of educational settings and successful ways of managing the transition from family to nursery, kindergarten and school. To strengthen interdisciplinary dialogue, we warmly welcome interdisciplinary contributions. Our journal’s declared intention is to publish either theoretical papers, or more practically focused writings contributing to everyday pedagogical practice. We are particularly interested in publishing articles on more effective, activity- and experience-oriented teaching of 6-12 year olds, and in presenting new and innovative teaching methods.

Agnes Klein, editor-in-chief

Website of the Journal of Early Years Education