Abstract
Issue: 47:1—Research to Practice Related to Family Engagement
Early childhood governing bodies have established standards and practices that outline effective strategies for engaging families in services for their children (DEC, 2014; NAEYC, 2009). However, significant societal changes in recent years have impacted families, early childhood settings, and early intervention services, underscoring the need to reassess and update our understanding of effective practices. Although research consistently demonstrates that strong family engagement in the early years positively influences children’s development, academic achievement, and long-term health and well-being, including reducing the risk of expulsion, data indicate that achieving meaningful family engagement remains a persistent challenge across early childhood systems. This topical issue will focus on broad issues related to family engagement in early intervention, public school and community early childhood programs, and community agencies. Topics that manuscripts might address include effective family-centered and capacity building practices, family coaching within early intervention systems, family and professional collaboration, family support services, including supporting family well-being as it relates to supporting their child’s development, and approaches to engaging families from diverse groups. We welcome submissions of manuscripts that include descriptions of empirical research, systematic reviews of the literature, and discussions of pertinent policies, practices, programs, and data-based conceptual perspectives that describe the current state of families and effective practices for engaging families. Please email the Editor, Erin E. Barton (erin.barton@gmail.com), or the Guest Editor for this topical issue, Charis Wahman (
Due Date: July 31, 2026
Issue 47:2—Research to Practice in Early Intervention (Open Topic)
This is an open, nontopical issue for manuscripts on any aspect of early intervention for infants, toddlers, preschoolers and their families. Authors are encouraged to submit reports of original research, literature reviews, conceptual statements, position papers, descriptions and evaluations of effective programs, and reactions to previous manuscripts published in TECSE. Articles may address topics that have been featured in previous issues of the journal or topics that have not been addressed. Acceptable manuscripts will be published on a space-available and first-come first-served basis; therefore, authors are encouraged to submit their work as early as possible.
Due Date: October 31, 2026
Issue 47:3—The Pyramid Model: Two Decades of Promoting Social-Emotional Competence in Early Childhood
For over 20 years, the Pyramid Model has provided a comprehensive framework for promoting young children’s social-emotional development, building inclusive environments, and supporting workforce and system capacity across diverse contexts. This special issue of TECSE will highlight advances in research, practice, and policy that illustrate the Pyramid Model’s continued impact on children, families, programs, and communities. We invite manuscripts that address fidelity of implementation; outcomes for children, families, programs, and workforce sustainability; adoption, scale-up, and sustainability strategies; innovations in tools, measures, and coaching; equity and access across diverse populations; applications in early intervention, preschool, and community settings; policy and financing approaches; practitioner and family perspectives; and technology and data use to enhance implementation. Submissions may include intervention studies, syntheses, policy analyses, program/system descriptions, and family/practitioner perspectives. Please follow TECSE author guidelines and direct questions to Guest Editors, Myrna Veguilla (veguilla@usf.edu) or Janice Lee (janicelee@unr.edu), or Editor, Erin E. Barton (
Due Date: January 30, 2027
Issue 47:2—Research to Practice in Early Intervention (Open Topic)
This is an open, nontopical issue for manuscripts on any aspect of early intervention for infants, toddlers, preschoolers and their families. Authors are encouraged to submit reports of original research, literature reviews, conceptual statements, position papers, descriptions and evaluations of effective programs, and reactions to previous manuscripts published in TECSE. Articles may address topics that have been featured in previous issues of the journal or topics that have not been addressed. Acceptable manuscripts will be published on a space-available and first-come first-served basis; therefore, authors are encouraged to submit their work as early as possible.
Due Date: April 30, 2026