Call for Authors for Special Rights, Shared Possibilities: Reggio Emilia Practices for Inclusive Early Childhood Classrooms

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

Proposal Submission Information

We ask that you submit a proposal for the work as a first step. We will review the proposals for alignment with the needs of the monograph and invite selected authors to write articles.

Please submit a proposal/abstract (less than 1 page) and brief author biography (1 paragraph) here by September 15th, 2026.

We welcome submissions from individual authors, collaborative teams, interdisciplinary groups, practitioners, researchers, faculty, coaches, and family/community partners.

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 Voices Representative of the Diversity of the Field

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.