ABOUT THIS COLUMN
Article contributions welcomed!
March 2010 issue of Young Children
Frequency and due dates:
Starting in 2013, the column will appear twice a year (in the May and September issues of Young Children). Article submissions to the coeditors: May issue, Nov. 1; September issue, March 1.
Edna Ranck and Charlotte Anderson
A broad segment of the NAEYC membership; in particular, students in teacher education programs, teacher educators, new teachers, and all who would gain inspiration for and insight into becoming more involved and active in their programs or associations.
Approximately 1,000 to 3,000 words.
Contributors should write in the active voice and use plain language. For formatting requirements and information about writing, see the Young Children Manuscript Guidelines.
Style should be consistent with The Chicago Manual of Style.
Columns should focus on the following points:
The significance for today’s educators.
Why the topic was important in the past and why it continues to be important or useful.
What value(s) this heritage or history taught us.
How the information informs the field about current and future issues in early childhood education.
Resources or sources for more information.
Topics can vary and might describe inspiring projects and developments, successful strategies, or implementation of unique programs.
Writing and editing process:
Column articles may be submitted by a single author or with coauthors. One person should serve as the point of contact for communication with the Our Proud Heritage column coeditors and with NAEYC staff. Soon after an author submits a column, a coeditor will be in touch to provide feedback and suggestions. In general, articles and columns undergo a few rounds of editing before publication in Young Children.
We encourage contributors to submit high-resolution photographs to help tell their story.
Goals for the column:
To share insight and practical information based on early childhood education history with a focus on how past ideas and experiences help educators develop teaching goals and objectives today. Consider how the past informs the future and ways we can learn from the origins of ideas, early leadership and leaders, and the influences and events leading to progress in the early childhood field.
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