The Division for Early Childhood (DEC) is seeking article proposals for an upcoming practitioner-focused publication, Special Rights, Shared Possibilities: Reggio Emilia Practices for Inclusive Early Childhood Classrooms.
This publication will explore how the Reggio Emilia approach can support inclusive, equitable, and meaningful learning experiences for young children with special rights and needs from birth through kindergarten.
We are seeking articles that translate research into practical strategies educators and professionals can apply immediately in inclusive early childhood settings. This publication is intended for a broad audience, including early childhood special educators, general early childhood educators, related service providers, administrators, coaches, paraprofessionals, family engagement staff, university faculty, and interdisciplinary teams.
Why This Publication Matters
As inclusive early childhood settings continue to grow, educators need accessible, evidence-informed resources that honor the competence, rights, and diverse ways of learning of all children. Too often, professional resources are highly academic and difficult to apply in real classroom settings. This publication seeks to bridge research and practice by sharing meaningful, immediately usable strategies grounded in the Reggio Emilia approach.
We especially encourage submissions that elevate practitioner voices and reflect diverse perspectives, experiences, programs, communities, and settings. First-time authors are welcome and encouraged to submit.
Topics of Interest
We welcome a wide variety of article topics connected to inclusive early childhood practices through a Reggio Emilia lens, including but not limited to:
Inclusion and participation
Documentation and assessment
Family and community partnerships
Equity and opportunity
Neurodiversity and strengths-based practices
Communication supports
Play-based learning
Sensory supports and environments
Collaboration and teaming
Culturally responsive and sustaining practices
Environments as the third teacher
The hundred languages of children
Observation and inquiry
Behavior support within inclusive classrooms
Child voice, belonging, and identity
Articles should explicitly connect to Reggio Emilia principles such as documentation, collaboration, environment as the third teacher, the image of the child, inquiry, relationships, participation, and the hundred languages of children.
Submission Expectations
Articles should:
Be written in accessible, engaging language appropriate for professionals across educational backgrounds
Avoid overly academic language and jargon
Be grounded in research and evidence-based practices
Include references to relevant literature, including DEC Recommended Practices and Reggio Emilia literature when appropriate
Focus on practical application in authentic early childhood settings
Reflect inclusive, culturally sustaining, and strengths-based language and perspectives
Authors should anticipate final articles of approximately 2–4 pages in length and written in APA 7 format.
It is recommended that article include:
A classroom vignette or authentic example
Practical strategies and applications
Reflection questions
“Try Tomorrow” ideas or immediate implementation suggestions
Key takeaways
Resources or references for continued learning
At least 3 references
Please note:
Previously published or simultaneously submitted work will not be considered
Photos should not be included.
Accepted authors will receive detailed author guidelines, manuscript templates, APA guidance, editorial expectations, and support throughout the writing and revision process.
Timeline
Call for Authors Opens: August 2026
Proposal Submission Window: August – September 2026
Acceptance Notifications: October 2026
Manuscript Drafts Due: January 15, 2027
Anticipated Publication: September 2027
Additional details and deadlines will be shared with selected authors.
Encouragement for Diverse Voices
We especially encourage submissions from practitioners, interdisciplinary teams, and individuals whose perspectives have been historically underrepresented in professional publications. Our goal is to create a publication that reflects the diversity, creativity, and expertise present across inclusive early childhood communities.
Whether you are an experienced author or sharing your work publicly for the first time, we invite you to contribute to this collaborative and practice-focused publication.
We look forward to learning from your experiences, insights, and ideas.