pay a usually quite hefty fee to obtain it.
Increasingly though, a growing number of academic authors are choosing to publish their articles in an Open Access format - this means that while their work still appears in recognised journal titles, it is also available to anyone who wishes to read it, usually either from the journal's website, or through an online repository hosted by the institution where they work. Sometimes these items will be a 'pre-print' version of the final article, which may undergo some changes before publication, but they're unlikely to differ significantly from the final version.
At the bottom of this post is a list of 35 of these articles, together with a link to the full text of each one. It's by no means a comprehensive list of Open Access articles - instead I've tried to choose items which contain material relevant to many of the topics which I get enquiries about on a regular basis. There is plenty more out there where this came from!
It's worth noting that Open Access doesn't have to mean 'low quality'. Most Open Access journals still require articles to undergo peer review before they are published, and if you look at the list below you'll see works by well known authors such as Kathy Sylva or Iram Siraj-Blatchford, as well as long established journals such as Child Development or British Journal of Educational Psychology.
It's also the case that a growing number of new Open Access online journals are being established. So far I've come across 5 titles which deal specifically with childcare and early years issues, but it's likely that in time more will appear. Or if you're aware of a useful publication that I've missed, please share it with other site visitors by leaving a comment on this post.
Anyway, without further ado, here are 5 Open Access journals that may be of interest:
- American Journal of Play
- Child Development Research
- Childhoods Today
- Contemporary Issues in Early Childhood (articles become free to access 3 years after publication)
- Early Childhood Research & Practice
Anthony, G. & Walshaw, M. (2009) Mathematics education in the early years. Contemporary Issues in Early Childhood. Vol. 10, No. 2, pp. 107-12. http://bit.ly/IxCq9M (requires you to enter a code)
Bath, C. (2013) Conceptualising listening to young children as an ethic of care in early childhood education and care. Children & Society. Vol. 27, No. 5, pp. 361-71. http://bit.ly/IrRh52
Bergen, D. (2002) The role of pretend play in children's cognitive development. Early Childhood Research & Practice. Vol. 4, No. 1. http://bit.ly/oz3Jsc
Bourke, L. & Adams, A. (2012) Is it differences in language skills and working memory that account for girls being better at writing than boys? Journal of Writing Research. Vol. 3, No. 3, pp. 249-77. http://bit.ly/1jhpmjX
Burnett, C. (2010) Technology and literacy in early childhood educational settings: a review of research. Journal of Early Childhood Literacy. Vol. 10, No. 3, pp. 247-70. http://bit.ly/1im4r3L
Button, S.W. & Millward, P. (2005) Talking and literacy in the early years. Forum. Vol. 47, No. 1, pp. 34-8. http://bit.ly/IxD8Uu
Campbell, T. (2014) Stratified at seven: in-class ability grouping and the relative age effect. British Educational Research Journal. http://bit.ly/18Od1T3
Cartmell, K.M. (2011) Educational transitions within the UK: what is known and what needs to be investigated? The Psychology of Education Review. Vol. 35, No. 1, pp. 27-32. http://bit.ly/199FNd2
Cortazar, A. & Herreros, F. (2010) Early attachment relationships and the early childhood curriculum. Contemporary Issues in Early Childhood. Vol. 11, No. 2, pp. 192-202. http://bit.ly/1dGDMws (requires you to enter a code)
Davis, J.M. (2005) Educating for sustainability in the early years: creating cultural change in a child care setting. Australian Journal of Environmental Education. Vol. 21, pp. 47-55. http://bit.ly/1eHsPrC
Dockrell, J., Stuart, M. & King, D. (2010) Supporting early oral language skills for English Language Learners in inner city preschool provision. British Journal of Educational Psychology. Vol. 80, No. 4, pp. 497-515. http://bit.ly/18OdynM
Forman, G. & Hall, E. (2005) Wondering with children: the importance of observation in early education. Early Childhood Research & Practice. Vol. 7, No. 2. http://bit.ly/16tmqem
Glazzard, J. (2011) Assessment for learning in the Early Years Foundation Stage. Early Years Foundation Stage Forum. http://bit.ly/1dGE6vr
Glazzard, J. (2012) Inclusion in the Early Years Foundation Stage. Early Years Foundation Stage Forum. http://bit.ly/1afa5e2
Grantham-McGregor, S. et al. (2007) Development potential in the first 5 years for children in developing countries. Lancet. Vol. 369, No. 9555, pp. 60-70. http://1.usa.gov/1afacpS
Haney, M. & Bissonette, M. (2011) Teachers' perceptions about the use of play to facilitate development and teach prosocial skills. Creative Education. Vol. 2, No. 1, pp. 41-6. http://bit.ly/1cRvi0o
Hartas, D. (2011) Children's language and behavioural, social and emotional difficulties and prosocial behaviour during the toddler years and at school entry. British Journal of Special Education. Vol. 38, No. 2, pp. 83-91. http://bit.ly/IwAu0p
Likierman, M. (2008) Spanning presence and absence: separation anxiety in the early years. In: "What can the matter be?" Therapeutic Interventions with Parents, Infants and Young Children. The Tavistock Clinic Series. Karnac Books, London, pp. 99-104. http://bit.ly/1j21D9P
Lloyd, E. & Hallet, E. (2010) Professionalising the early childhood workforce in England: work in progress or missed opportunity? Contemporary Issues in Early Childhood. Vol. 11, No. 1, pp. 75-88. http://bit.ly/18ceVZJ (requires you to enter a code)
Maynard, T. (2007) Forest schools in Great Britain: an initial exploration. Contemporary Issues in Early Childhood. Vol. 8, No. 4, pp. 320-31. http://bit.ly/IlpeEy (requires you to enter a code)
Moss, P. (2007) Bringing politics into the nursery: early childhood education as a democratic performance. http://bit.ly/1b25UH
Moss, P. (2010) We cannot continue as we are: the educator in an education for survival. Contemporary Issues in Early Childhood. Vol. 11, No. 1, pp. 8-19. http://bit.ly/1dGEKJl (requires you to enter a code)
Reebye, P. (2005) Aggression during early years: infancy and preschool. The Canadian Child and Adolescent Psychiatry Review. Vol. 14, No. 1, pp. 16-20. http://1.usa.gov/18cfcMg
Rose, J. & Rogers, S. (2012) Principles under pressure: student teachers' perspectives on final teaching practice in early childhood classrooms. International Journal of Early Years Education. Vol. 20, No. 1, pp. 43-58. http://bit.ly/1c1VLqz
Sandseter, E. (2009) Children's expressions of exhilaration and fear in risky play. Contemporary Issues in Early Childhood. Vol. 10, No. 2, pp. 92-106. http://bit.ly/IwB6mv (requires you to enter a code)
Siraj-Blatchford, I. (2009) Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: a Vygotskian perspective. Educational & Child Psychology. Vol. 26, No. 2. http://bit.ly/1b4JW57
Swain, J. & Brooks, G. (2014) The benefits of family literacy provision for parents in England. Journal of Early Childhood Research. Vol. 12. http://bit.ly/1cRwiBT
Sylva, K. et al. (2011) Effects of early child-care on cognition, language and task-related behaviours at 18 months: an English study. British Journal of Developmental Psychology. Vol. 29, No. 1, pp. 18-45. http://bit.ly/199GT8D
Sylva, K. & Evangelou, M. (2007) Evidence on effective early childhood interventions from the United Kingdom: an evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research & Practice. Vol. 9, No. 1. http://bit.ly/gADjLx
Tomas, C. (2008) Childhood and rights: reflections on the UN Convention on the Rights of the Child. Childhoods Today. Vol. 2, No. 2. http://bit.ly/1bvXwS2
Vandell, D.L. et al. (2010) Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development. Child Development. Vol. 81, No. 3, pp. 737-56. http://1.usa.gov/1b4KjwK
Waldfogel, J. & Washbrook, E. (2011) Early years policy. Child Development Research. pp. 1-12. http://bit.ly/1cEDotA
Walker, S. et al. (2011) Early years teachers' epistemic beliefs and beliefs about children's moral learning. Teachers and Teaching: Theory and Practice. Vol. 18, No. 2, pp. 263-75. http://bit.ly/18cgbfD
Wyver, S. et al. (2010) Ten ways to restrict children's freedom to play: the problem of surplus safety. Contemporary Issues in Early Childhood. Vol. 11, No. 3, pp. 263-277. http://bit.ly/18cgdnE (requires you to enter a code)
Zevenbergen, R. (2007) Digital natives come to preschool: implications for early childhood practice. Contemporary Issues in Early Childhood. Vol. 8, No. 1, pp. 19-29. http://bit.ly/12sug9L (requires you to enter a code)
It's also the case that Open Access is making it possible to easily access more and more theses which researchers will find useful, which will be the subject of a future post on this site.