Call for Papers

In today’s increasingly polarized world, there are socio-cultural, economic and political barriers that could prevent more inclusive societies from being built or sustained. Across national boundaries, early childhood settings are not immune to social divisions and inequities found within societies-at-large. There is research evidence showing that young children are capable of developing implicit biases and/or develop friendship preferences by the age of 3, according to race, ethnicity and/or ability (e.g., Lee & Setoh, 2022; Meltzoff & Gilliam, 2024).

Therefore, this special issue of APJRECE will look at the early childhood education sector through a comparative lens, with the special focus of how specific early childhood systems, schools and/or classrooms have taken active steps to ameliorate childhood intergroup biases to create more socially inclusive policies and/or everyday practices. Cigman (2007) in discussing inclusion argues that: ‘All children without exception should be treated with respect. People may disagree about what it means to show or withhold respect, but that all human beings are entitled to unconditional respect is the basic concern driving this debate’ (p. 784). There are many possible ways to define “inclusion” within an education system. In this special issue, we posit that early childhood education – through systemic structures, environments, and/or pedagogical practices -- has a role to play in strengthening children’s early exposure to human diversity, their relationship-building capabilities, and their evolving mutual respect for others who may be alike or different from them.

This special issue welcomes diverse forms of scholarship, especially empirical research, policy commentaries, and literature reviews related to how particular national systems, schools and/or classrooms are moving actively towards being more socially inclusive; addressing human differences that transcend race, ethnicity, gender, ability, social class etc.

Manuscripts must follow current APA Guidelines (7th Edition) and the guidelines outlined in the APJRECE website. Please note on your cover page that your submission is for the special issue on Social Inclusion in Early Childhood Education Systems, Schools and Classrooms

Abstracts and questions regarding this special issue should be emailed to Associate Professor Sirene Lim sirenelimmy@suss.edu.sg and Professor Vina Adriany vina@upi.edu

References

Cigman, R. (2007) A question of universality: Inclusive education and the principle of respect, Journal of Philosophy of Education, 41 (4), 775-793.

Lee, K. J., & Setoh, P. (2022). The developmental trajectories of racial categorization and explicit racial biases in Singapore. Acta Psychologica, 229, 103694.

Meltzoff, A. N., & Gilliam, W. S. (2024). Young children & implicit racial biases. Daedalus, 153(1), 65-83.

Key dates:

• Abstract submission (500 words): 15th March 2026 email to sirenelimmy@suss.edu.sg with email subject heading “APJRECE Special Issue”

• Notification from editors and invitation to contribute manuscript: 26th April 2026

• Full Manuscript submission for blind review (3000-7000 words, including references): by 31st July 2026

• Projected publication: January 1st, 2027