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Call for Editor 2021



Journal for the Study of Education and Development

Infancia y Aprendizaje


(You may download this call as a PDF.)



October 1st, 2021, or until Editor is named.



Three years, renewable by mutual consent for further terms, starting in 2022. Usually, two three-year terms allow sufficient time to implement and see through the incoming Editor’s vision and plan for the journal.

The Editor elect and his/her office should be fully operational by January 1st, 2022 in order to begin reviewing new manuscripts.


Journal Scope

Journal for the Study of Education and Development publishes original articles on developmental and educational psychology.

Founded in 1978, and published by Fundación Infancia y Aprendizaje (FIA), in association with Routledge / Taylor and Francis, the journal brings together studies on learning, development processes, applied educational research and intervention in educational settings. Works published includes studies on the psychology of childhood education, development and learning, as well as all aspects of education and learning throughout the life-span. All published papers are peer-reviewed and published in both English and Spanish.

Historically, many important researchers have participated in the journal as authors and/or members of the Editorial Board: J. Belsky, J. Bruner, U. Bronfenbrenner, M. Cole, M. Gauvain, D. C. Geary, Y. M Goodman, J. Goodnow, P. M. Greenfield, P. Harris, B. Inhelder, A. Karmiloff-Smith, D. Khun, L. M. Laosa, L. C. Moll, K. Nelson, D. Olson, B. Rogoff, G. Salomon, C. Snow, G. B. Saxe, M. Scardamalia, H. R. Schaffer, I. Sigel… (You may find a more extensive list at the end of this document). Today, it publishes the latest research by developmental psychologists and educators from all over the world.

Journal for the Study of Education and Development will be of interest to development and education researchers, education professionals (counsellors, teachers) and intervention professionals (child psychologists, educational psychologists).



Applicants should send a letter of application to This e-mail address is being protected from spambots. You need JavaScript enabled to view it , including their vision for the future of the journal and a description of their qualifications for the editorship (see requirements below). Applicants should also include copies of their CV, and documentation indicating prospective institutional support.

All applications will be treated as strictly confidential and will be judged on its merits without regard to the race, religion, nationality, sex, seniority, or institutional affiliation of the candidate.

For further information, please contact:

Miguel del Río
Director of Publications
Fundación Infancia y Aprendizaje

This e-mail address is being protected from spambots. You need JavaScript enabled to view it


Main editorial goals for this Term

1. Addressing cultural change

In the presentation of the first issue, the founders set a goal for the journal: to cover an area which until then was, at least in Spain, lacking in systematic and scientific studies – the child and her learning. The present situation is very different, as scientific research has grown exponentially in this and other areas, but there is one aspect in which those foundational goals are still relevant, and indeed pressing.

Today, more than ever, we live in a rapidly-changing world, in which new contexts of activity, both physical and virtual, are mixing with traditional settings, even replacing them to a large extent. Children’s lives and contexts, and inextricably their learning, have changed substantially. This restructuring of the psychological, educational and cultural contexts of children calls for a parallel restructuring of psychological, educational and cultural research. Only thus will we be able to anticipate and better prepare for present and future challenges.

Thus, we wish to reinvigorate the aims set over 40 years ago, transcending development and education as a mostly formal, school-based process, and delving into its cultural, ecological, social, and emotional roots. To understand child development in this completely new era, and to maximize the impact of developmental research in, it is paramount to encompass all contexts of activity, education and development, most pressingly those that have suffer such profound, intrinsic changes.

2. Strengthening international projection

Our commitment as a Foundation is to advancing scientific knowledge by publishing high-quality works that are interesting to researchers worldwide, who read and cite our journals because they find them relevant and groundbreaking. As part of our long-term strategy towards reaching a globalized audience (see Journal History below), we seek to establish Journal for the Study of Education and Development as an internationally relevant, go-to source in the cultural study of human education and development.

3. Increasing the journal’s Impact Factor


Qualifications and requirements of candidates

The main qualities needed are:

    • • An established record of scholarship in the field of developmental psychology
    • • Management skills to supervise the full editorial cycle from manuscript submission through publication and to meet deadlines; and the ability to recruit for the Editorial Board renowned experts with a similar skill set.
    • • We will highly value candidates that intend to adopt an active, ambitious and purposeful editorial role, with creative, solid ideas for the journal’s present and future.

The role also implies the following responsibilities:

-Providing with a clear vision for the direction of the journal during his/her tenure as Editor/Co-Editor, as well as advancing the means intended to attain it.

-Assembling a team of Associate Editors, sufficient in number to guarantee expertise of all subdisciplines covered by the journal, as well as to carry out all manuscripts’ peer-review in the language/s admitted.

-Selecting an ample pool of competent, timely reviewers, highly literate in in the language/s admitted. The journal will also provide with its current reviewer database.

-Identifying and appointing members of international renown and prestige to the Editorial Board.

-Processing 150-200 manuscripts per year (of which generally about 25% are sent for review, the remaining 75% being initially dismissed) via Editorial Manager, an online manuscript submission and peer-review management system.

-Having full, clear institutional support for the duration of the tenure, including additional release time, office space, utilities, use of computers and other equipment, economic support for a full time Editorial Assitant*, student workers and/or other basic expenses.

*As a Taylor & Francis / Routledge publication, Journal for the Study of Education and Development may be able to provide partial financial support in the form of a modest annual stipend.



Journal for the Study of Education and Development is a bilingual journal – to date, manuscripts are accepted in English and Spanish, and upon acceptance all articles are translated and published in both languages.

However, bilingualism is not required for the position. Whether the Editor intends to use English as the only language of submission, or wishes to maintain the possibility to submit also in Spanish by relying on a Co-Editor and/or a sufficient number of Associate Editors for managing manuscripts submitted in Spanish, is an open decision to be made by the incoming Editor; FIA may provide with suggestions and assistance to this respect.

In any case, the appointed Editor should have access to a network of scholars who may become Associate Editors, members of the Board, and/or reviewers, sufficient to review manuscripts submitted in the language/s established for submission


Journal History

Founded in 1978 as Infancia y Aprendizaje (“Childhood and Learning” in Spanish), it was one of the first journals in Spain and Latin America in the field of psychology, and the first in the sub-disciplines of developmental and educational psychology. Since its beginnings it scrupulously adopted the highest quality standards in the tradition of the best journals worldwide.

Because of its quality and high responsiveness to the needs of the field, its impact was fast and widespread, both in Spain and in other Spanish- speaking countries, and quickly became a go-to-first reference for developmental and educational psychologists in these areas.

With the advent of globalization, the journal’s community (Editorial Team, readers, reviewers, and authors) grew and expanded, including more and more diverse and international researchers. In 2014, FIA and Taylor & Francis started a publishing partnership, taking another leap towards reaching a globalized audience: publishing all articles in both English and Spanish. This allows authors to reach two distinct linguistic audiences by submitting their manuscripts to a single journal.

In 2020 the journal adopted its current English title (which was its subtitle since 1990), Journal for the Study of Education and Development.

Along with bilingualism, FIA’s deep and lasting commitment to scientific quality, savoir-faire, and rigor, paired with Taylor & Francis’ state-of-the-art publishing services and worldwide reach, have helped bring the journal to the wider international community. It can be read in over two thousand institutions worldwide.

Today, the Journal for the Study of Education and Development publishes the latest research by developmental psychologists and educators from all over the world. Its section Prospectives showcases original articles by some of the world’s leading authors (Edith Ackermann, Geoffrey Saxe, Catherine Snow, Paul Harris, Barbara Rogoff, Katherine Nelson, Jeanne Bamberger, Douglas Medin, Yrjö Engeström, Alexander Veraksa, Philippe Rochat, Gérard Vergnaud, Guy Claxton…) on new and old problems of developmental psychology.

You may visit Prospectives in Developmental Psychology, a free-to-access collection of all Prospectives section articles.


Highlighted authors and/or members of the Editorial Board, 1978-2021


E. K. Ackerman

J. de Ajuriaguerra

A. Álvarez

A. Bautista

J. Bamberger

G. Bazerman

J. Belsky

C. Bereiter

D. F. Bjorklund

C. Blanche-Benveniste

A. M. Borzone

B. Brizuela

J. P. Bronckart

U. Bronfenbrenner

J. Bruner

M. Boulton

J. Call

M. Carpenter

M. Carretero

R. Case

A. M. Chartier

M. M. Clark

G. Claxton

M. Cole

C. Coll

F. Cordón

R. Cowan

J. Delval

Y. Engeström

E. Ferreiro

J. N. García

M. N. Gaskill

M. Gauvain

D. C. Geary

C. Gillièron

Y. M. Goodman

J. Goodnow

P. Goudena



P. M. Greenfield

P. L . Harris

K. Hirsh-Pasek

M. L. Hoffman

B. Inhelder

S. Järvelä

A. Karmiloff-Smith

D. Khun

P. Lacasa

M. Lamb

W. E. Lambert

L. M. Laosa

P. Light 

B. B. Lloyd

M. Manning

A. Marchesi

E. Martí

E. Martín

D. L. Medin

N. Mercer

C. Monereo

L. C. Moll

G. Mugny

K. Nelson

D. Olson

R. Ortega

J. Palacios

A. N. Perret-Clermont

C. Pontecorvo

J. I. Pozo

J. D. Ramírez

L. Resnick

P. del Río

A. Rivière

P. Rochat

E. Rockwell

M. J. Rodrigo

B. Rogoff


A. Rosa

R. Rosas

C. R. Rosemberg

K. Rubin

J. C. Rutkowska

G. Salomon

E. Sánchez

Y. Sayeki

G. B. Saxe

M. Scardamalia

H. R. Schaffer

N. Scheuer

B. Schneuwly

A. Schoenfeld

I. Sigel

P. K. Smith

C. E. Snow

A. Teberosky

W. G. Tierney

L. Tolchinsky 

K. Topping

P. Tulviste

J. Valsiner

R. Van der Veer

M. van Dijk

M. H. van IJzendoorn

N. Veraksa

G. Vergnaud

S. Von Tetzchner

S. Vosniadu

K. Wakai

G. Wells

J. V. Wertsch

M. Wilkinson

L. T. Winegar

D. J. Wood

A. V. Zaporozhets

R. Zazzo

P. G. Zukow

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