Issues in Early Education Cover Image

Problemy Wczesnej Edukacji
Issues in Early Education

Publishing House: Polskie Towarzystwo Pedagogiczne
Subject(s): Social Sciences
Frequency: 4 issues
ISSN: 1734-1582
Status: Active

  • 2013
  • 2014
  • 2015
  • 2016
  • 2017
  • Issue No. 1 (20)/IX
  • Issue No. 2 (21)/IX
  • Issue No. 3 (22)/IX
  • Issue No. 4 (23)/IX
  • Issue No. 1 (24)/X
  • Issue No. 2 (25)/X
  • Issue No. 3 (26)/X
  • Issue No. 4 (27)/X
  • Issue No. 1 (28)/XI
  • Issue No. 2 (29)/XI
  • Issue No. 3 (30)/XI
  • Issue No. 4 (31)/XI
  • Issue No. 1 (32)/XII
  • Issue No. 2 (33)/XII
  • Issue No. 3 (34)/XII
  • Issue No. 4 (35)/XII
  • Issue No. 1 (36)/XIII
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Articles list
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Short Description

„Problemy Wczesnej Edukacji/ Issues in Early Education”, a peer-reviewed journal, was first published in 2005 under the patronage of Polish Pedagogical Association. Initially released as a semi-annual, the journal was turned into a quarterly in 2011, starting from the issue 2011/2(14). The periodical is addressed to academics, educationalists, teacher practitioners, students of social sciences and humanities, and other readers interested in the journal’s thematic content. The scientific and critical articles present for the most part issues related to research on the child, childhood, and early education. The intention of the editorial board is to return to a reflection on early education, going back to sources such as pedagogy, didactics, social pedagogy, the sociology of education, cultural anthropology, pedeutology, and psychology through publishing papers derived from these academic disciplines. Subsequent issues of IEE are monothematical in character (see Archive). A significant part of the articles is published in English, Slovakian, and Russian. The division of the quarterly into sections ‘Studies and articles’, ‘Narrations and practices’, ‘Reviews and reports’ enables the publication of a wide variety of papers written by both acclaimed and less experienced authors. The international panel of authors guarantees an expanded context for analyses and interpretations, and provides an opportunity for undertaking a dialogue from various research and axiological perspectives.