Early Years

SCIE SSCI

国际简称：EARLY YEARS-ABINGDON 参考译名：早些年

主要研究方向：EDUCATION & EDUCATIONAL RESEARCH 非预警期刊

《早些年》(Early Years)是一本由Taylor & Francis出版的以EDUCATION & EDUCATIONAL RESEARCH为研究特色的国际期刊，发表该领域相关的原创研究文章、评论文章和综述文章，及时报道该领域相关理论、实践和应用学科的最新发现，旨在促进该学科领域科学信息的快速交流。该期刊是一本未开放期刊，近三年没有被列入预警名单。

3区中科院分区
Q3 JCR分区
84 年发文量
1.2 IF影响因子
未开放 是否OA
1980 创刊年份
4 issues/year 出版周期
English 出版语言

Early Years: An International Research Journal publishes research papers and scholarly critiques on all issues associated with early childhood (pre-primary) education and care. The journal’s overall approach is international and multi-disciplinary, aiming to broaden the cross-national debate by representing a wide range of perspectives from different countries, different disciplines and different research methodologies and paradigms.

[ 查看全部 ]

投稿咨询加急咨询

Early Years期刊信息

ISSN：0957-5146
出版语言：English
是否OA：未开放
E-ISSN：1472-4421
出版地区：ENGLAND
是否预警：否
出版商：Taylor & Francis
出版周期：4 issues/year
创刊时间：1980
开源占比：0.1832
Gold OA文章占比：15.79%
OA被引用占比：0
出版国人文章占比：0.03
出版撤稿占比：0
研究类文章占比：100.00%

Early Years CiteScore评价数据（2026年6月最新版）

CiteScore

SJR

SNIP

CiteScore 指数

2.9

0.564

1.179

学科类别	分区	排名	百分位
大类：Social Sciences 小类：Education	Q2	657 / 1698	61%
大类：Social Sciences 小类：Developmental and Educational Psychology	Q3	191 / 380	49%

名词解释：CiteScore 是衡量期刊所发表文献的平均受引用次数，是在 Scopus 中衡量期刊影响力的另一个指标。当年CiteScore 的计算依据是期刊最近4年（含计算年度）的被引次数除以该期刊近四年发表的文献数。例如，2022年的 CiteScore 计算方法为：2022年的 CiteScore =2019-2022年收到的对2019-2022年发表的文件的引用数量÷2019-2022年发布的文献数量注：文献类型包括：文章、评论、会议论文、书籍章节和数据论文。

Early Years中科院评价数据

《新锐期刊分区表》（2026年3月发布）

Top期刊	综述期刊	大类学科		小类学科
否	否	教育学	3区	EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究	3区

Early Years JCR评价数据

2025-2026年最新版

按JCI指标学科分区	收录子集	分区	排名	百分位
学科：EDUCATION & EDUCATIONAL RESEARCH	SSCI	Q3	430 / 760	43.5
学科：EDUCATION & EDUCATIONAL RESEARCH	SSCI	Q3	431 / 762	43.5

Early Years历年数据统计

影响因子

中科院分区

Early Years中国学者发文选摘

1、Promotion of traditional music culture in preschool piano education: integration of traditional music feature
Author: Zhang, Na

Journal: EARLY YEARS. 2026; Vol. , Issue , pp. -. DOI: 10.1080/09575146.2026.2643264
2、How do leaders shape teacher autonomy? A multilevel study from Chinese kindergarten
Author: Wang, Fang; Liu, Hao; Liu, Tianwei

Journal: EARLY YEARS. 2026; Vol. , Issue , pp. -. DOI: 10.1080/09575146.2026.2621711
3、Competency of early childhood teacher educators: the perspectives of teaching and research officers in Chin
Author: Zhu, Wenting; Zhao, Sijie; Hong, Xiumin

Journal: EARLY YEARS. 2026; Vol. , Issue , pp. -. DOI: 10.1080/09575146.2026.2615972
4、The moderating role of school culture in teacher-child interactions and child outcomes in a disadvantaged area of southwestern Chin
Author: Wang, Mo; Song, Yingquan

Journal: EARLY YEARS. 2025; Vol. , Issue , pp. -. DOI: 10.1080/09575146.2025.2497379
5、Does work-to-family conflict influence teacher relational attitude in pre-school classrooms? A stressor-strain-outcome perspectiv
Author: Aboagye, Michael Osei; Ntim, Seth Y.; Antwi, Collins Opoku

Journal: EARLY YEARS. 2025; Vol. , Issue , pp. -. DOI: 10.1080/09575146.2025.2480683
6、Understanding the complicated process of early childhood curriculum innovation from the lens of actor-network theory: a case study in a Chinese kindergarte
Author: Zeng, Xiaoying

Journal: EARLY YEARS. 2025; Vol. , Issue , pp. -. DOI: 10.1080/09575146.2025.2479628