Journals and Newsletters
The Early Childhood Training Center subscribes to a number of journals, newsletters and other publications. We typically keep our publications for a period of five years.
Below is a listing of the publications currently in our collection. We do not participate in interlibrary loan, nor do we provide copies of articles; however, we will gladly send the complete issue of any journal upon request.
To request a publication, or any of our other materials, please contact the Media Center at 402-557-6885.
Children's Technology Review is published bimonthly by Active Learning Associates to help teachers and parents better use computers with children by providing timely, accurate, and objective information about the children's software market.
Exceptional Children, published six times per year by the Council for Exceptional Children, contains original research on the education and development of exceptional infants, toddlers, children and youth, and articles on issues of concern to special educators.
Exchange (formerly Child Care Information Exchange), published bimonthly by Exchange Press, is committed to supporting center directors in their efforts to craft early childhood environments where adults and children thrive.
The Infant Mental Health Journal publishes peer-reviewed research articles, literature reviews, program descriptions/evaluations, clinical studies, and book reviews that focus on infant social-emotional development, caregiver-infant interactions, contextual and cultural influences on infant and family development, and all conditions that place infants and/or their families at risk for less than optimal development. The journal is dedicated to an interdisciplinary approach to the optimal development of infants and their families, and welcomes submissions from all disciplinary perspectives. It is the official publication of the World Association for Infant Mental Health (WAIMH) Published bimonthly.
Infants and Young Children, published quarterly by Aspen Publishers, Inc., is devoted to the clinical management of infants and young children, birth-3 years, with or at risk for developmental disabilities. The journal is interdisciplinary and designed to provide up-to-date information regarding the application of health care, educational, therapeutic, diagnostic and family support principles and concepts to practice settings. It synthesizes theory, consensus, and controversy in such a way that specific actions are recommended.
Reading Research Quarterly, published by the International Reading Association, is a professional research journal committed to scholarship on questions of literacy among learners of all ages. Reading Research Quarterly supports the spirit of inquiry that is essential to the ongoing development of literacy research, and provides a forum for multidisciplinary research, alternative models of inquiry, and variant viewpoints about the nature of literacy practices and policies of diverse groups of persons around the world.
The Reading Teacher, published by the International Reading Association, is a peer-reviewed professional journal, published eight times a year, that provides an open forum for the thoughtful consideration of practices, issues, and trends within the field of reading and literacy education and in related fields. The Reading Teacher aims to take a proactive stance toward the forces that are impinging on literacy education at the turn of the century: appraising and extending the profession, promoting literacy worldwide, embracing pluralism, transforming teaching, owning technology, and connecting with the community.
Teaching Exceptional Children, published quarterly by the Council for Exceptional Children, is targeted for teachers of children with disabilities and children who are gifted. Articles deal with practical methods and materials for the classroom. While not research oriented, this journal welcomes those data-based descriptions which specify techniques, equipment, and procedures for teacher application with students with exceptionalities.
Teaching Tolerance is published twice per year at no charge to educators by the Southern Poverty Law Center. This publication is intended to promote understanding in the face of our diverse society. General information and suggestions for teaching are presented.
Topics in Early Childhood Special Education, published quarterly by Pro-Ed, presents information about early intervention. Articles include personnel preparation, policy issues and operation of intervention programs to improve the lives of young children with disabilities and their families.
Young Children, published six times per year, is the official publication of the National Association for the Education of Young Children. The goal of NAEYC is to offer professional development opportunities to early childhood educators to improve the quality of services to children during the critical years of development from birth through age eight.
Young Exceptional Children is a peer-reviewed journal of the Division for Early Childhood of the Council for Exceptional Children, designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children from birth through eight years of ages who have identified disabilities, developmental delays, are gifted/talented, or are at risk for future developmental problems. Young Exceptional Children is published quarterly.
Zero to Three, published six times per year by the National Center for Clinical Infant Programs, is intended for persons who work with infants, toddlers and their families and includes information on children with special needs.
The Brain in the News is published biweekly by the Dana Press, and addresses brain-related news topics such as Alzheimer's disease, Parkinson's disease, ADHD, schizophrenia, and depression.
Reading Today is the bimonthly publication of the International Reading Association. Reading Today, contains breaking news and in-depth features about trends and issues that influence literacy education, as well as comprehensive information about International Reading Association activities, publications, and meetings.