© 2017 Fundacion Infancia y Aprendizaje. This text reviews the main goals and achievements from the management of Infancia y Aprendizaje (2012–17). We have promoted a dialogue between developmental psychology and educational psychology from a complex and situated approach. We have also created a section for highly regarded authors to chart prospective lines that could have an impact on areas for development within this field of knowledge. In addition, we brought back the debate between theoretical and methodological positions around a central article. Two different calls promoted the training of scientific writers and reviewers, with an analysis of the modifications introduced into the texts from their receipt up to their publication as well as the interactions among author, reviewers and editors. Other calls encouraged research on the training of university teachers, learning in environments favoured by technology, relationships between argumentation and education, and cognitive change as a dynamic process. At an operational level, we highlight the transition to Taylor & Francis, the configuration of a strictly bilingual journal and the thematic and cultural expansion and diversification of the editorial team at its different levels.
- editorial innovation
- editorial line
- editorial management
- indicators of editorial quality
- junior authors and reviewers
Monereo, C., & Scheuer, N. (2017). Assessment of a fertile dialogue (2012–17) / Balance de un diálogo fértil (2012–17). Infancia y Aprendizaje, 40(4), 812-825. https://doi.org/10.1080/02103702.2017.1376826