Research Supporting All Aspects of MGOL

To support my recent book, Mother Goose on the Loose, Updated (ALA Editions, 2019), I am in the process of compiling a list of all of the research and resources that I have used throughout the years. Together, these have supported the creation and continuing development of Mother Goose on the Loose (MGOL). In my new book, I chose to honor the original research upon which MGOL was built instead of replacing each citation with a newer one. (I did also include some new citations for the newer research mentioned.)

Because of that, on this website I have created an ongoing bibliography, ordered eclectically by topic, of countless resources that have influenced the development of Mother Goose on the Loose. It will be impossible to capture EVERYTHING, but at least this gives a good background.

 

• Early Literacy

  • Vocabulary

  • Print Awareness & Visual Literacy

  • Phonological Awareness

  • Letter Knowledge

  • Narrative Skills / Comprehension

  • Oral Language

  • Every Child Ready to Read

  • Literacy in the Home Environment

  • Motivation to Read

  • The Five Practices

• School Readiness

  • Social and Emotional Well-being
    • Executive Function & Self-Regulation 
  • Health and Physical Well-Being
  • Approaches to Learning
  • Language Development / Communication
    • Reading & Writing
    • The Conversational Duet
  • General Knowledge & STEM
    • Math

• Essential Components for an Early Literacy Program

  • Repetition
  • Ritual
  • A Fun, Positive Environment
  • Play
    • Peek-a-boo
  • Movement
  • Music
    • Lullabies
    • Singing
• The Arts
• Parent-Child Bonding
  • Family & Community Engagement
• Multiple Intelligences
• 21st Century Skills
• Digital Media
• Brain Research
• Evaluation
• Library Programming for Young Children
• Children’s Librarians
• Nursery Rhymes
• Inclusivity
• Updating Material to be Relevant
• Child Development
• The Whole Child
• Economic Benefits of Investing in Early Childhood
• Outreach / Public Libraries
• Premature Babies
• Toxic Stress
• Mindfulness & Relaxation
• The State of Education Today
• Libraries and Democracy

• Conversational Duets

Early Literacy

Adams MJ. 1990. Beginning to read: Thinking and learning about print. MIT Press.

Armbruster B, Lehr F & Osborn J. 2003. A child becomes a reader: Birth through preschool. National Institute for Literacy.

Bennett-Armistead VS, Duke NK & Moses AM. 2005. Literacy and the youngest learner. Scholastic.

Birckmayer J. The role of public libraries in emergent and family literacy. Zero to Three. December/January 2000-2001: 24- 29.

Blair C & Razza RP. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development. 2007: 78(2): 647-663.

Braunger J & Lewis JP. 1998. Building a knowledge base in reading. 2nd ed. Northwest Regional Laboratory.

Burns MS, Griffin P & Snow CE, eds. 1999. Starting out right: A guide to promoting children’s reading success. National Academy Press.

Campana K & Dresang ET. Bridging the early literacy gulf. Proceedings of the American Society for Information Science and Technology. 2011: 48(1): 1-10. doi:10.1002/meet.2011.14504801134

Campana K, Mills JE, Capps JL, Dresang ET, Carlyle A, Metoyer CA, . . . Kotrla B. Early literacy in library storytimes: A study of measures of effectiveness. The Library Quarterly. 2016: 86(4), 369-388. doi:10.1086/688028

Celano D & Neuman SB. 2001. The role of public libraries in children’s literacy development: An evaluation report. Pennsylvania Library Association.

Christie JF & Enz B. The effects of literacy play interventions on preschoolers’ play patterns and literacy development. Early Education and Development. 1992: 3(3): 205-220.

Cullinan BE, Greene E & Jaggar AM. Books, babies, and libraries: The librarian’s role in literacy development. Language Arts. 1990: 67(7):750-750.

DeSalvo NN. 1993. Beginning with books. Library Professional Publications.

Diamant-Cohen B & Ghoting SN. 2010. Early literacy kit: A handbook and tip cards. American Library Association.

Dickinson D, Golinkoff RM, Hirsh-Pasek K, Neuman S & Burchinal P. 2009. The language of emergent literacy: A response to the national institute for literacy report on early literacy. National Institute for Early Education Research.

Dickinson DK & Neuman SB. 2006. Handbook of early literacy research: Volume II. Guilford.

Fields MV & Spangler KL. 1995. Let’s begin reading right: Developmentally appropriate beginning literacy (3rd ed.). Prentice Hall.

Irwin JR, Moore DL, Tornatore LA, & Fowler AE. 2012. Expanding on early literacy. Children & Libraries: The Journal of the Association for Library Service to Children. 10(2): 20-28.

Kuhl PK. Brain mechanisms in early language acquisition. Neuron. 2010: 67(5): 713-727.

Landry SH, Swank PR, Smith KE, Assel MA & Gunnewig SB. Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities. 2006: 30(4): 306-324.

Lonigan CJ & Shanahan T. Developing early literacy: Report of the National Early Literacy Panel. Executive summary. A scientific synthesis of early literacy development and implications for intervention. National Institute for Literacy. 2009.

Mills, JE, Bayo Urban I, Campana K, & Nelson JT. Hooray for research: A glimpse at an early literacy project. Children & Libraries: The Journal of the Association for Library Service to Children. 2014: 12(4): 32-32.

Minkel W. It’s never too early. School Library Journal. July 2002: 48(7): 38-42.

Neuman SB. Lessons from my mother reflections on the national early literacy panel report. Educational Researcher. 2010: 39(4): 301-304.

Parlakian R & Lerner C. Beyond twinkle, twinkle. Young Children. 2010: 14-19.

Peterson, SS.  Preschool early literacy programs in Ontario public libraries. Partnership : the Canadian Journal of Library and Information Practice and Research. 2012: 7(2):1-21.

Pullen PC & Justice LM. Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic. 2003: 39(2): 87-98.

Roskos KA, Christie JF & Richgels DJ. 2003. The essentials of early literacy instruction. National Association for the Education of Young Children.

Saracho ON. Literacy and language: New developments in research, theory, and practice. Early Child Development and Care. 2017: 187: 3-4, 299-304.

Schickedanz JA. 2008. Increasing the power of instruction: Integration of language, literacy, and math across the preschool day. National Association for the Education of Young Children.

Selmi AM, Gallagher R, & Mora-Flores ER. 2015. Early childhood curriculum for all learners: Integrating play and literacy. SAGE.

Serpell R, Baker L & Sonnenschein S. 2005. Becoming literate in the city: The Baltimore Early Childhood Project. Cambridge.

Sonnenschein S, Baker L, Serpell R, Schmidt D. 2000. Reading is a source of entertainment: The importance of the home perspective for children’s literacy development. Lawrence Erlbaum Associates Publishers.

Stoltz D, Czarnecki EM & Wilson C. 2013. Every child ready for school. American Library Association.

Storch SA & Whitehurst GJ. The role of family and home in the literacy development of children from low‐income backgrounds. New directions for child and adolescent development. 2001: 2001(92): 53-72.

Sulzby E & Teale W. Emergent literacy. Handbook of reading research. 1991: 2: 727-757.

Teale WH. Libraries promote early literacy learning: ideas from current research and early childhood programs. Journal of Youth Services in Libraries. 1999:12(3):9.

Teale W. 2002. Life and literacy: Birth to five. Reported at the ALSC Leadership Institute in St. Louis, MO.

Weigel DJ,Martin SS & Bennett KK. Contributions of the home literacy environment to preschool-aged children’s emerging literacy and language skills. Early Child Development and Care. 2006:176 (3-4): 357–78.

White D. 1984. Books before five. Heinemann Educational Books.

Winters KL & Griffin SM. Singing is a celebration of language: Using music to enhance young childrens vocabularies. Language and Literacy. 2014: 16(3): 78-91

School Readiness

Amalric M & Dehaene S. Cortical circuits for mathematical knowledge: evidence for a major subdivision within the brain’s semantic networks. Philosophical Transactions of the Royal Society B: Biological Sciences. 2018: 373(1740): 20160515.

Berkowitz T, Schaeffer MW, Maloney EA, Peterson L, Gregor C, Levine SC & Beilock SL. Math at home adds up to achievement in school. Science. 2015: 350(6257): 196-8.

Blair C, McKinnon RD & Family Life Project Investigators. Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten. Learning and instruction. 2016: 41: 85-93.

Blair C & Razza RP. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development. 2007: 78(2): 647-663.

Bull R & Scerif G. Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental neuropsychology. 2001: 19(3): 273-93.

Bull R, Espy KA & Wiebe SA. Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology. 2008: 33(3): 205-28.

Cannon J & Ginsburg HP. “Doing the math”: Maternal beliefs about early mathematics versus language learning. Early Education and Development. 2008: 19(2): 238-60.

Castellar EN, All A, De Marez L & Van Looy J. Cognitive abilities, digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises. Computers & Education. 2015: 85: 123-133.

Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, Klebanov P & Japel C. School readiness and later achievement. Developmental Psychology. 2007: 43: 1428–1446.

Elliott L, Votruba-Drzal E, Miller P, Libertus ME & Bachman HJ. (2023). Unpacking the home numeracy environment: Examining dimensions of number activities in early childhood. Early Childhood Research Quarterly, 2023: 62: 129-138.

Geist K, Geist EA & Kuznik K. The patterns of music: Young children learning mathematics through beat, rhythm, and melody. Young Children. 2012: 67(1): 74-79.

Geist E. (2021, January 6). Support math readiness through music. National association for the education of young children. https://www.naeyc.org/our-work/families/support-math-readiness-through-music

Gunderson E A & Levine S C. Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal‐number knowledge. Developmental science. 2011: 14(5): 1021-1032.

Habegger L. Number concept and rhythmic response in early childhood. Music Education Research. 2010: 12 (3): 269-280.

Hanner E, Braham EJ, Elliott L & Libertus ME. Promoting math talk in adult–child interactions through grocery store signs. Mind, Brain and Education. 2019: 13(2): 110-118.

Jordan NC, Kaplan D, Ramineni C & Locuniak MN. Early math matters: kindergarten number competence and later mathematics outcomes. Developmental psychology. 2009: 45(3): 850.

Klein A, Starkey P, Deflorio L & Brown ET. Scaling up an effective pre-k mathematics intervention: mediators and child outcomes. Society for Research on Educational Effectiveness. 2011.

LeFevre JA, Berrigan L, Vendetti C, Kamawar D, Bisanz J, Skwarchuk SL & Smith-Chant BL. The role of executive attention in the acquisition of mathematical skills for children in Grades 2 through 4. Journal of Experimental Child Psychology. February 2013: 114(2): 243-61.

Levine SC, Suriyakham LW, Rowe ML, Huttenlocher J & Gunderson EA. What counts in the development of young children’s number knowledge?. Developmental psychology. 2010: 46(5): 1309.

Miller MR, Rittle-Johnson B, Loehr AM & Fyfe ER. The influence of relational knowledge and executive function on preschoolers’ repeating pattern knowledge. Journal of Cognition and Development. January 2016: 17(1): 85-104.

Mix KS, Sandhofer CM, Moore JA & Russell C. Acquisition of the cardinal word principle: The role of input. Early Childhood Research Quarterly. 2012: 27(2): 274-283.

Nguyen T, Watts TW, Duncan GJ, Clements DH, Sarama JS, Wolfe C & Spitler ME. Which preschool mathematics competencies are most predictive of fifth grade achievement?. Early childhood research quarterly. 2016: 36(3): 550-560.

NAEYC & NCTM National Council of Teachers of Mathematics. 2004. Early childhood mathematics: Promoting good beginnings. Joint position statement. NAEYC.

Ramani GB, Rowe ML, Eason SH & Leech KA. Math talk during informal learning activities in Head Start families. Cognitive Development. 2015: 35: 15–33.

Ramani, GB, Zippert E, Schweitzer S & Pan S. (). Preschool children’s joint block building during a guided play activity. Journal of Applied Developmental Psychology, 2014: 35(4): 326-336.

Rittle-Johnson B, Zippert EL & Boice KL. The roles of patterning and spatial skills in early mathematics development. Early Childhood Research Quarterly. 2019: 46: 166-178.

Rothman RL, Montori VM, Cherrington A & Pignone MP. Perspective: The Role of Numeracy in Health Care. Journal of Health Communication. 2008: 13(6): 583–595.

Skwarchuk SL, Sowinski C & LeFevre JA. Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of experimental child psychology. 2014: 121: 63-84.

Sonnenschein S, Metzger SR & Thompson JA. Low-income parents’ socialization of their preschoolers’ early reading and math skills. Research in Human Development. 2016: 13: 207-224.

Vandermaas-Peeler M, Boomgarden E, Finn L & Pittard C. Parental support of numeracy during a cooking activity with four-year-olds. International Journal of Early Years Education. 2012: 20: 78–93.

Vandermaas‐Peeler M, Nelson J, Bumpass C & Sassine B. Numeracy‐related exchanges in joint storybook reading and play. International Journal of Early Years Education. 2009: 17(1): 67-84.

Verdine B, Golinkoff R, Hirsh-Pasek K, Newcombe N, Filipowicz A & Chang A. Deconstructing building blocks: Preschoolers’ spatial assembly performance relates to early mathematical skills. Child Development. 2014: 1062-1076.

Zippert EL & Ramani GB. Parents’ estimations of preschoolers’ number skills relate to at‐home number‐related activity engagement. Infant and Child Development. 2016: 26(2).

Zippert, EL, Douglas AA, Smith MR & Rittle-Johnson, B.  Preschoolers’ broad mathematics experiences with parents during play. Journal of experimental child psychology, 2020:192, 1-57.

Essential Components for an Early Literacy Program

Bowman D. (2011, Dec 2). Read It Again, Sam. New York Times. https://www.nytimes.com/2011/12/04/books/review/read-it-again-sam.html?pagewanted=all

Cook G. Repetition and learning by heart: An aspect of intimate discourse, and its implications. ELT journal. 1994: 48(2): 133-141.

Demir ÖE, Rowe ML, Heller G, Goldin-Meadow S & Levine SC. Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the “there-and-then” matters. Developmental Psychology. 2015: 51(2): 161.

Diamant-Cohen B. First day of class: The public library’s role in school readiness. Children and Libraries. 2007: 5(1): 44-52.

Diamant-Cohen B. Mother Goose on the Loose: Applying brain research to early childhood programs in the public library. Public Libraries. January/February 2004: 41- 45.

Harris TT & Fuqua JD. What Goes Around Comes Around: Building a Community of Learners through Circle Times. Young Children. 2000: 55(1): 44-47.

Krueger C, Holditch-Davis D, Quint S & DeCasper A. Recurring auditory experience in the 28-to 34-week-old fetus. Infant Behavior and Development. 2004: 27(4): 537-543.

Linder TW. Read, Play, and Learn! Storybook Activities for Young Children. 1999. The Transdisciplinary Play-Based Curriculum. Brookes Publishing. Collection 2: Modules 9-16.

Martinez M & Roser N. Read it again: The value of repeated readings during storytime. The Reading Teacher. 1985: 38(8): 782-786.

Morrow LM. Retelling stories: A strategy for improving young children’s comprehension, concept of story structure, and oral language complexity. The Elementary School Journal. 1985: 85(5): 647-661.

Neuman S B & Dwyer J. Developing vocabulary and conceptual knowledge for low-income preschoolers: A design experiment. Journal of Literacy Research. 2011: 43(2): 103-129.

Pellegrini AD & Galda L. The effects of thematic-fantasy play training on the development of children’s story comprehension. American Educational Research Journal. 1982: 19(3): 443-452.

Saville K. Strategies for using repetition as a powerful teaching tool. Music Educators Journal. 2011: 98(1): 69-75.

Schenck J. (2003, April 24-27). “Movement and Decision-Making in Memory” [Paper presentation]. Learning and the Brain Conference VIII, Cambridge, MA, United States.

Schickedanz JA. 2008. Increasing the power of instruction: Integration of language, literacy, and math across the preschool day. National Association for the Education of Young Children.

Trammell PT. 1977. An investigation of the effectiveness of repetition and guided listening in developing enjoyable music listening experiences for second grade

Trivette CM, Simkus A, Dunst CJ & Hamby DW. Repeated book reading and preschoolers’ early literacy development. Center for Early Literacy Learning. 2012:

Yaden D. Understanding stories through repeated read-alouds: How many does it take?. The Reading Teacher. 1988: 41(6): 556-560.

Parent-Child Bonding

Anisfeld E, Casper V, Nozyce M & Cunningham N. Does infant carrying promote attachment? An experimental study of the effects of increased physical contact on the development of attachment. Child Development. 1990: 61: 1617-1627.

Akamoglu Y. (2017). Storybook reading with young children with autism: a parent-implemented communication intervention. [Doctoral dissertation, University of Illinois at Urbana-Champaign].

Bailey B. 2000. I Love you rituals. HarperCollins.

Bigelow AE. Discovering self through others: Infants’ preference for social contingency. Bulletin of the Menninger Clinic. 2001: 65(3): 335-346.

Burchinal MR, Follmer Al & Bryant DM. The relations of maternal social support and family structure with maternal responsiveness and child outcomes among African American families. Developmental Psychology. 1996: 32(6): 1073-1083.

Bus AG & van Ijzendoorn MH. Affective dimension of mother-infant picturebook reading. Journal of School Psychology. 1997: 35(1): 47-60.

Bus AG & Van Ijzendoorn MH. Mothers reading to their 3-year-olds: The role of mother-child attachment security in becoming literate. Reading Research Quarterly. 1995: 998-1015.

Bus AG, Belsky J, van Ijzendoom MH & Crnic K. Attachment and bookreading patterns: A study of mothers, fathers, and their toddlers. Early childhood research quarterly. 1997: 12(1): 81-98.

Bus AG, Van Ijzendoorn MH & Pellegrini AD. Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of educational research. 1995: 65(1): 1-21.

Caine RN & Caine G. 1991. Making connections: Teaching and the human brain. Addison-Wesley.

Cevasco AM. The effects of mother’s maternal singing on full-term and preterm infants and maternal emotional responses. The University of Florida State. 2006.

Christakis E. 2018. The dangers of distracted parenting. The Atlantic.

Cohen LJ. 2001. Playful Parenting. Ballantine Books.

Connell CM & Ronald JP. The impact of childcare and parent–child interactions on school readiness and social skills development for low-income African American children. Journal of School Psychology. 2002: 40(2): 177-193.

Dancy RB. 2000. You are your child’s first teacher. CelestialArts.

De Haan M, Pascalis O & Mark HJ. Specialization of Neural Mechanisms Underlying Face Recognition in Human Infants. Journal of Cognitive Neuroscience. 2002: 14(2): 199-209.

DeCasper, AJ & Melanie JS. Prenatal maternal speech influences newborns’ perception of speech sounds. Annual progress in child psychiatry and child development. 1987: 5-25.

Dombro AL, Jablon JR & Stetson C. 2011. Powerful interactions: How to connect with children to extend their learning. National Association for the Education of Young Children.

Fergus-Morrison E, Rimm-Kaufman SE & Pianta RC. A longitudinal study of mother-child interactions at school entry and social adn academic outcomes in middle school. Journal of School Psychology. 2003: 41(3): 185-200.

Gerhardt S. 2004 Why Love matters: how affection shapes a baby’s brain. Brunner-Routledge.

Goldberg E, McKenzie CA, De Vrijer B, Eagleson R & de Ribaupierre S. Fetal response to a maternal internal auditory stimulus. Journal of Magnetic Resonance Imaging. 2020 Jan 17.

Goren CC, Sarty M & Wu PY. Visual following and pattern discrimination of face-like stimuli by newborn infants. Pediatrics. 1975: 56(4): 544-549.

Gopnik A. 2016. The gardener and the carpenter: What the new science of child development tells us about the relationship between parents and children. Farrar, Straus, and Giroux.

Hamre BK & Pianta RC. Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development. 2001: 72: 625–638.

Hirsh-Pasek K, Alper RM, & Golinkoff RM. Living in pasteur’s quadrant: How conversational duets spark language at home and in the community. Discourse Processes. 2018: 55(4): 338-345.

Honig A. 2002. Secure relationships: Nurturing infant/toddler attachment in early care settings. National Association for the Education of You.

Honig AS. The language of lullabies. YC Young Children. 2005: 60(5).

Howes C & Ritchie S. 2002. A matter of trust: Connecting teachers and learners in the early childhood classrooms. Teachers College Press.

Iacoboni M. 2009. Mirroring people: The new science of how we connect with others. Farrar, Straus and Giroux.

Karen R. 1998. Becoming attached: First relationships and how they shape our capacity to love. Oxford University Press.

Landy S. 2009. Pathways to competence: Encouraging healthy social and emotional development in young children. Paul H Brookes Publishing.

Leblanc É, Dégeilh F, Daneault V, Beauchamp MH & Bernier A. Attachment security in infancy: A preliminary study of prospective links to brain morphometry in late childhood. Frontiers in Psychology. 2017: 8: 2141.

Lehrer J. 2008. The mirror neuron revolution: Explaining what makes humans social. Scientific American.

Leitão S. Talk to your baby! Early Intervention. 2007: 9(1): 21.

Maitre NL, Key AP, Chorna OD, Slaughter JC, Matusz PJ, Wallace MT & Murray MM. The dual nature of early-life experience on somatosensory processing in the human infant brain. Current Biology. 2018: 27(7): 1048-1054.

Maloney EA, Converse BA, Gibbs CR, Levine SC, Beilock SL. “Jump-starting early childhood education at home: early learning, parent motivation, and public policy.” Perspectives on Psychological Science. 2015: 10(6): 727-732.

Mayer SE, Kalil A, Oreopoulos P & Gallegos S. 2015. Using behavioral insights to increase parental engagement: The parents and children together. National Bureau of Economic Research

Mondloch CL, Terri L, Lewis D, Budreau RDM, Dannemiller JL, Stephens BR & Kleiner-Gathercoal KA. “Face perception during early infancy.” Psychological science. 1999: 10(5): 419.

Nachmias M, Gunnar M, Mangelsdorf S, Parritz RH & Buss K. Behavioral inhibition and stress reactivity: The moderating role of attachment security. Child Development. 1996: 67: 508-522.

National Scientific Council of the Developing Child. 2004. Children’s emotional development is built into the architecture of their brains. Working Paper #2. Harvard University, Center on the Developing Child.

National Scientific Council of the Developing Child. 2004. Young children develop in an environment of relationships. Working Paper #1. Harvard University, Center on the Developing Child.

National scientific council on the developing child. 2008. The timing and quality of early experiences combine to shape brain architecture, Working paper #5. Harvard University, Center on the Developing Child.

Posner MI & Rothbart MK. Influencing brain networks: implications for education. Trends in cognitive sciences. 2005: 9(3): 99-103.

Pruett K. Strengthening Play through Father Involvement. Zero to Three. 2009: 30(1): 40-41.

Reed J, Hirsh-Pasek K & Golinkoff RM. Learning on hold: Cell phones sidetrack parent-child interactions. Developmental psychology. 2017: 53(8): 1428.

Reese E. Predicting children’s literacy from mother-child conversations. Cognitive Development. 1995: 10(3): 381-405.

Rintoul B. (2004). Encouraging Connections [Paper presentation]. “Learning by Heart: Emotional Intelligence and School Readiness Conference”, Baltimore, MD

Schore AN. Effects of a secure attachment relationship on right brain development, affect regulation, and infant mental health. Infant mental health journal: Official publication of the world association for infant mental health. 2001: 22(1‐2): 7-66.

Slater A & Lewis M. 2007. Introduction to infant development. Oxford University Press.

Tayler C. Learning in early childhood: experiences, relationships and ‘Learning to be’. European Journal of Education. 2015: 50(2): 160-174.

Willoughby-Herb S & Herb S. 2002. Connecting fathers, children, and reading. Neal-Schuman.

Multiple Intelligences  /  21st Century Skills

Anderson C. Blocks: A versatile learning tool for yesterday, today, and tomorrow. YC Young Children. 2010: 65(2): 24-27.

Armstrong T. 1999. 7 Kinds of smart: Identifying and developing your many intelligences. Plume.

Galinsky E. 2010. Mind in the making: The seven essential life skills every child needs. HarperStudio.

Gardner H. 1983. Multiple intelligences: The theory in practice. Basic Books.

Gardner H. 1993. Frames of mind: The theory of multiple intelligences: The theory in practice. Fontana Press.

Gardner H. 2000. Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.

Hirsh RA. 2004. Early childhood curriculum: Incorporating multiple intelligences, developmentally appropriate practice and play. Pearson.

Multiple Intelligences Oasis. (2021, March 04). MI Oasis. http://multipleintelligencesoasis.org.

Semmel ML. 2009. Museums, libraries, and 21st century skills. Institute of Museum and Library Services.

Sevilla A & Nicolaou A. Online intercultural exchanges through digital storytelling. International Journal of Computer-Assisted Language Learning and Teaching. 2017: 7: 46-47.

Smith PK & Dutton S. Play and training in direct and innovative problem solving. Child Development. 1979: 50(3): 830-36.

Ward, C. Libraries as 21st Century learning places. Language Arts. 2007: 84(3): 269.

Waterhouse L. Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories. Educational Psychologist. 2006: 41(4): 247-255.

Waterhouse L. Multiple intelligences, the Mozart effect, and emotional intelligence: A critical review. Educational Psychologist. 2006: 41(4): 207-225.

Zmuda A & Harada VH. 2008. Librarians as learning specialists: Meeting the learning imperative for the 21st Century. Libraries Unlimited.

Digital Media

Arnold J C. 2000. Endangered: Your child in a hostile world. Plough Publishing.

Brooker L & Siraj-Blatchford J. Click on miaow! How children of three and four years experience the nursery computer. Contemporary Issues in Early Childhood. 2002: 3(2): 251-2783.

Brown A et. al. American academy of pediatrics: Policy statement: Media use by children younger than 2 Years. Portal: Pediatrics. 2011: 128: 1040–1045.

Campbell C & Haines C. 2016. Becoming a media mentor: A guide for working with children and families. American Library Association.

Campbell C, Haines C, Koester A and Stoltz D. Media Mentorship in Libraries Serving Youth. Association for Library Service to Children. 2015.

Mills JE, Campana K, Martens M, Haines C. The evolving landscape of children’s librarians’ use of new media with young children and their caregivers: A longitudinal study. Proceedings of the Association for Information Science and Technology. 2018;55(1):873-4.

Christoph J. 2000. Endangered: Your child in a hostile world. Plough Publishing.

Collen L. The digital and traditional storytimes research project: Using digitized books for preschool group storytimes. World Libraries. 2007: 17(1): 8-18.

Collen L. The digital and traditional storytimes research project: Using digitized picture books for preschool group storytimes. Children and Libraries. Winter 2016: 4(3): 8-18.

Conner B. 2007. Unplugged Play. Workman Publishing.

Council on Communications and Media. Media and young minds. Pediatrics. 2016: 138(5).

Couse LJ & Chen DW. A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education. 2010: 43(1).

Cummins J. Accessing the international children’s digital library. Horn Book Magazine. March-April 2004: 80(2): 145-151.

Dancy RB. 2000. You are your child’s first teacher: What parents can do with and for their children from birth to age six. Celestial Arts.

Guernsey L & Levine MH. 2015. Tap, click, read: Growing readers in a world of screens. John Wiley & Sons.

Guernsey L. 2012. Screen time: How electronic media-from baby videos to educational software-affects your young child. Hachette UK.

Harmon E, Mazmanian M. Stories of the Smartphone in everyday discourse: conflict, tension & instability. In: Proceedings of the SIGCHI conference on human factors in computing systems. 2013. Apr 27: 1051-1060.

Haugland S W. What role should technology play in young children’s learning? Young Children. 1999: 55(1): 26-31.

Hiniker A, Schoenebeck SY, Kientz JA. Not at the dinner table: Parents’ and children’s perspectives on family technology rules. In: Proceedings of the 19th ACM conference on computer-supported cooperative work & social computing. 2016, Feb 27. 1376-1389.

Johnson S. 2002. Emergence: The connected lives of ants, brains, cities, and software. Simon and Schuster.

Kushlev K, Dunn EW. Smartphones distract parents from cultivating feelings of connection when spending time with their children. Journal of Social and Personal Relationships. 2019 Jun; 36(6): 1619-39.

Long-Breipohl R. Computers in early childhood education: A jump start for the future? Gateways Spring/Summer. 2001: 40.

Mangan E, Leavy JE, Jancey J. Mobile device use when caring for children 0‐5 years: A naturalistic playground study. Health Promotion Journal of Australia. 2018 Dec;29(3):337-43.

Mistry KB, Minkovitz CS, Strobino DM & Borzekowski DL. Children’s television exposure and behavioral and social outcomes at 5.5 Years: Does timing of exposure matter? Pediatrics. 2007: 762-769.

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Library Programming for Young Children

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Linder TW. 1999. Read, play, and learn! Storybook activities for young children : Teacher’s guide. Paul H. Brookes.

Lowe JL & Matthew KI. 2008. Puppet magic. Neal-Schuman.

Lunsford S. 2004. Teaching with favorite read-alouds in kindergarten: 50 must-have books with lessons and activities that build skills in vocabulary, comprehension, and more. Scholastic Professional Books.

MacDonald MR. 1995. Bookplay: 101 creative themes to share with young children. Library Professional Publications.

MacMillan K. 2006. Try your hand at this: Easy ways to incorporate sign language into your programs. Scarecrow Press.

Marino J. 1999. What works: Developmentally appropriate library programs for very young children. Youth Services Section, New York Library Association.

Marino J. 2003. Babies in the library! Scarecrow Press.

McCathren RB & Allor JH. Using storybooks with preschool children: Enhancing language and emergent literacy. Young Exceptional Children. 2002: 5(4): 3-10.

McGee LM & Schickedanz JA. Repeated interactive read-alouds in preschool and kindergarten. The Reading Teacher. 2007: 60(8): 742-751.

McKechnie L. Ethnographic observation of preschool children. Library & Information Science Research. 2000: 22(1): 61-76.

McKechnie L. Observations of babies and toddlers in library settings. Library Trends. Summer 2006: 55(1): 190-201.

McKenzie PJ & Stooke R. Making a Difference: The Importance of Purposes to Early Learning Programs. Children & Libraries. 2012: 10(2): 47.

Meisenheimer S. Special ways with ordinary days. Fearon Teacher Aids.

Mills JE, Campana K, Carlyle A, Kotrla B, Dresang ET, Urban IB, Capps JL, Metoyer C, Feldman EN, Brouwer M & Burnett K. Early literacy in library storytimes, Part 2: a quasi-experimental study and intervention with children’s storytime providers. The Library Quarterly. 2018: 88(2): 160-176.

Naidoo JC. 2014. Diversity programming for digital youth: Promoting cultural competence in the children’s library. Libraries Unlimited.

National Association for the Education of Young Children (NAEYC) & the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). Position Statement: “Early childhood curriculum, assessment, and program evaluation.: Building an effective accountable system in programs for children birth through age 8.” NAEYC & NAECS/SDE position statement. 2003.

Nespeca SM & Reeve JB. 2003. Picture books plus: 100 extension activities in art, drama, music, math, and science. ALA Editions.

Nespeca SM. 1994. Library programming for families with young children. Neal-Schuman.

Nichols J. 1998. Storytimes for two-year olds. American Library Association.

Pflomm PN. 1986. Chalk in hand: The draw and tell book. Scarecrow.

Quenk R. 2003. Something funny happened at the library: How to create humorous programs for children and young adults. American Library Association.

Raines SC & Canady RJ. 1991. More story stretchers: More activities to expand children’s favorite books. Gryphon House.

Raines SC & Canady RJ. 1989. Story stretchers: Activities to expand children’s favorite books. Gryphon House.

Reid R. 1999. Family storytime: Twenty-four creative programs for all ages. American Library Association.

Reid R. 2007. Something musical happened at the library: Adding song and dance to children’s story programs. American Library Association.

Reid R. 2009. Comin’ down to storytime. Upstart Books.

Reif K. Are public libraries the preschooler’s door to learning? Public Libraries. 2000: 39(5): 262-268.

Roberts K. 1987. Pre-school storytimes. Canadian Library Association.

Robinson J. 1983. Activities for anyone, anytime, anywhere. Little, Brown and Company.

Styanson CB. 1989. Once upon a storytime. Minnesota Association for Library Friends.

Taylor M, Pratt ME & Fabes RA. Public libraries as a context for the study of learning and development. Journal of Higher Education Outreach and Engagement. 2019: 23(2): 51-62.

Teale WH. Libraries promote early literacy learning: Ideas from current research and early childhood programs. Journal of Youth Services in Libraries. 1999: 3: 9-16.

Vardell SM. 2006. Poetry aloud here!: Sharing poetry with children in the library. American Library Association.

Vardell SM. 2008. Children’s literature in action: A librarian’s guide. Libraries Unlimited .

Walter V. 2001. Children & libraries: Getting it right. American Library Association.

Wilmes L & Wilmes D. 1982. The circle time book. Building Blocks.

Yilmaz, Arif. Public policies and public library-emergent literacy relationship in the USA. Bilgi Dünyası. 2009: 10(1): 80-93.

Research and Evaluation

 

Baxter P, Jack S. Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report. 2008: 13(4): 544-559.

Campana KJ, Mills E & Nadkarni SG. 2016. Story time collection: Supercharged storytimes: An early literacy planning and assessment guide. ALA Editions.

Coffield F, Moseley D, Hall E & Ecclestone K. 2004. Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre.

Creswell J. 2003. Research design: Qualitative, quantitative and mixed method approaches (2nd ed.). Sage Publications.

Dowd FS. “Evaluating the impact of public library storytime programs upon the emergent literacy of preschoolers: A call for research.” Public Libraries. 1997: 3(6): 348-51.

Dresang ET, Gross M & Holt LE. Project CATE Using outcome measures to assess school-age children’s use of technology in urban public libraries: A collaborative research process. Library & information science research. 2003: 25(1): 19-42.

Fader E. How Storytimes for Preschool Children Can Incorporate Research. OLA Quarterly 2014: 8(3): 14-19.

Guba EG & Lincoln YS. 1981. Effective evaluation. Jossey-Bass Publishers.

Lesher C & Kate Moser. Mother Goose on the Loose Program Evaluation Report. Class assignment for a class at the University of Baltimore. 2004.

Libertus K & Landa RJ. The Early Motor Questionnaire (EMQ): a parental report measure of early motor development. Infant Behavior and Development. 2013: 36(4): 833-842.

McKechnie L. Ethnographic observation of preschool children. Library & Information Science Research. 2000: 22(1): 61-76.

McKechnie L. Observations of babies and toddlers in library settings. Library Trends. 2006: 55(1): 190-201.

McMillan J & Schumacher S. 2006. Research in education: Evidence-based inquiry (6th ed.). Pearson Education.

Miles M & Huberman A. 1984. Qualitative data analysis: A sourcebook of new methods. Sage Publications.

Nelson DW. 2004. Kids count data book: Moving youth from risk to opportunity. Baltimore, MD: Annie E. Casey Foundation.

Neuman SB & Celano D. An evaluation of every child ready to read: A parent education initiative. 2010

Pace A, Alper R, Burchinal MR, Golinkoff RM & Hirsh-Pasek K. Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly. 2019: 46: 112-125.

Raver CC & Zigler EF. Another step back? Assessing readiness in Head Start. YC Young Children. 2004: 59(1): 58.

Staerkel K. 1995. Youth services librarians as managers: A how-to guide from budgeting to personnel. American Library Association

Strauss V. A very scary headline about kindergarteners. The Washington Post. Feb. 6, 2014.

Taylor M, Pratt ME & Fabes RA. Public libraries as a context for the study of learning and development. Journal of Higher Education Outreach and Engagement. 2019: 23(2): 51-62.

Walter VA. Public library service to children and teens: A research agenda. Library Trends. 2003: 51(4): 571-89

Walter VA. 1992. Output measures for public library service to children: A manual of standardized procedures. ALA Books.

Walter VA. 2010. Twenty-first-century kids, twenty-first-century librarians. American Library Association.

Whitehurst GJ, Crone DA, Zevnbergen AA, Schultz MD, Velting ON & Fischel JE. Outcomes of an emergent literacy intervention from Head Start through second grade. Journal of Educational Psychology. 1999: 91: 261-272.

Children’s Librarians and Children’s Programming

Arnold R. Public libraries and early literacy: Raising a reader: ALA’s preschool literacy initiative educates librarians on how to play a role in teaching reading to children. American Libraries. 2003: 34(8): 49-51.

Bauer CF. 1983. This way to books. Hw Wilson Company.

Bauer CF. 1993. New handbook for storytellers: With stories, poems, magic and more. American Library Association.

Campana K, Mills JE & Ghoting SN. 2016. Story Time Collection: Supercharged storytimes: An early literacy planning and assessment guide. ALA Editions.

Castellano M. 2003. Simply super storytimes: Programming ideas for ages 3-6. Upstart Books.

Cobb J. 1996. I’m a little teapot! presenting preschool storytime. Black Sheep Press.

Diamant-Cohen B & Hetrick MA. Transforming Preschool Storytime: A modern vision and a year of programs. ALA Neal Schuman.

Diamant-Cohen B. 1980. “The library as an institution for social change: Social growth and development of children through utilization of library programs.” [Senior thesis, Brandeis University]. p42.

Diamant-Cohen B. 2007. Preschool programming packet. Enoch Pratt Free Library.

Garrison D. 2003. Apostles of culture: The public librarian and American society, 1876-1920. University of Wisconsin Press.

Greene E. 1991. Books, babies, and libraries: Serving infants, toddlers, their parents & caregivers. American Library Association.

Greenfield JC. 1985. Patterns for Preschoolers: Programs and services for young children in public libraries. New York Library Association.

Harris P & McKenzie PJ. What it means to be in-between: A focus group analysis of barriers faced by children aged 7 to 11 using public libraries. Canadian journal of information and library science. 2004: 28(4): 3-24.

Hayden C. 2003. What are libraries for? American Libraries.

Hughes K. PLA early literacy research demonstrates that libraries do make a difference. Public Libraries. 2004: 43(1): 58.

Jenkins CA. The history of youth services librarianship: A review of the research literature. Libraries & Culture. 2000: 35(1): 104.

Jones T. 1989. Library programs for children. McFarland Publishing.

Marino J. 1999. What works: Developmentally appropriate library programs for very young children. New York Library Association.

Marino J. 2003. Babies in the Library! Lanham. Scarecrow Press.

Martinez G. Partnering for reading readiness: A case study of maryland public librarians. Children and Libraries. 2007: 5(1): 32-39.

McKechnie L. Patricia Spereman and the beginning of canadian public library work with children. Libraries & Culture. 1999: 34(2): 135-150.

Nespeca SM. 1994. Library programming for families with young children. Neal-Schuman.

Nichols J. 2007. Storytimes for Two-year-olds. American Library Association.

Raines S & Canady RJ. 1989. Story Stretchers: Activities to expand children’s favorite books. Gryphon House.

Ramos F & Krashen S. The impact of one trip to the public library: Making books available may be the best incentive for reading. The Reading Teacher. 1998: 51(7): 614.

Reid R & Westcott NB. 2009. Comin’ down to storytime. Upstart Books.

Reid R. 1999. Family storytime: 24 Creative programs for all ages. American Library Association.

Reid R. 2003. Something funny happened at the library. American Library Association.

Reid R. 2007. Children’s jukebox: The select subject guide to children’s musical recordings. American Library Association.

Reid R. 2007. Something musical happened at the library: Adding song and dance to children’s story programs. American Library Association.

Reid R. 2009. Children’s jukebox. American Library Association.

Reid R. 2009. Comin’ down to storytime. Upstart Books.

Reif K. Are public libraries the preschooler’s door to learning?. Public libraries. 2000: 39(5): 262.

Snow S. 2007. Building blocks: Building a parent-child literacy program at your library. Greenwood Publishing Group.

Teale WH. Libraries promote early literacy learning: Ideas from current research and early childhood programs. Journal of Youth Services in Libraries. 1999: 3: 9-16.

Walter V. 2001. Children & Libraries: Getting it right. ALA.

Zmuda A & Harada VH. 2008. Librarians as learning specialists: Meeting the learning imperative for the 21st century. ABC-CLIO.

 

Nursery Rhymes

Bennett P. 2010. Rhyme play: Playing with children and mother goose. Alfred Publishing.

Bryant PD, MacLean M, Bradley L & Crossland J. Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology. 1990: 26(3): 429-438.

Bennett P. 2010. Rhyme play: Playing with children and mother goose. Alfred Publishing.

Bland J. 2015. Grammar templates with poetry for children. In teaching english to young learners: Critical issues in language teaching with 3-12 year olds. Bloomsbury Academic. 147-66.

Blondel M & Miller C. Movement and rhythm in nursery rhymes in LSF. Sign Language Studies. 2001: 2(1): 24-61.

Blos JW. Traditional nursery rhymes and games: Language learning experiences for preschool blind children. Journal of Visual Impairment & Blindness. 1974: 68(6): 268-276.

Bolduc J & Lefebvre P. Using nursery rhymes to foster phonological and musical processing skills in kindergarteners. Creative Education. 2012: 3(4).

Bradley L & Bryant PE. Categorizing sounds and learning to rea – a causal connection. Nature. 1983: 301(5899): 419-421.

Brittany C. (2013, June 3). Nursery Rhymes: Language & History. Tales of a Bookworm http://talesofabookworm.com/nursery-rhymes-language-history/

Bryant P. Sensitivity to onset and rhyme does predict young children’s reading: A comment on Muter, Hulme, Snowling, and Taylor. Journal of Experimental Child Psychology. 1998: 71(1): 29-37.

Bryant PE, Bradley L, Maclean M & Crossland J. Nursery rhymes, phonological skills and reading. Journal of Child language. 1989: 16(2): 407.

Bryant PE, MacLean M, Bradley LL & Crossland J. Rhyme and alliteration, phoneme detection, and learning to read. Developmental psychology. 1990: 26(3): 429-438.

Cardany AB. Nursery rhymes in music and language literacy. General music today. 2013: 26(2): 30-36.

Christensen CA. Onset, rhymes, and phonemes in learning to read. Scientific Studies of Reading. 1997: 1(4): 341-358.

Cook G. Language play, language learning. ELT journal. 1997: 51(3): 224-231.

DeCastro A & Kern J. 2001. Teaching language arts through nursery rhymes. Teacher Created Resources.

Deckner DF, Adamson LB & Bakeman R. Child and maternal contributions to shared reading: Effects on language and literacy development. Journal of Applied Developmental Psychology. 2006: 27(1): 31-41.

Delamar GT. 1987. Mother Goose, from Nursery to Literature. McFarland & Company Incorporated Pub.

Diamant-Cohen B. 2006. Mother Goose on the Loose: A handbook and CD-Rom kit with scripts, rhymes, songs, flannel-board patterns, and activities for promoting early childhood development. Neal-Schuman.

Diamant-Cohen B. 2019. Mother Goose on the Loose updated. ALA Editions.

Diamant-Cohen B. 2019. Mother Goose on the Loose: Here, there, and everywhere. ALA Editions.

Dickerson C. The Preschool Literacy and You (play) Room: Creating an early literacy play in your library. Children and Libraries Spring. 2012: 10(1): 11-15.

Dickinson DK & Tabors PO. 2001. Beginning literacy with language: Young children learning at home and school. Paul H Brookes Publishing.

Dickinson DK., McCabe A, Anastasopoulos L., Peisner-Feinberg ES & Poe MD. The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational psychology. 2003: 95(3): 465.

Dunst C, Meter D & Hamby DW. Relationship between young children’s nursery rhyme experiences and knowledge and phonological and print-related abilities. Center for Early Literacy Learning. 2011: 4(1): 1-12.

Dunst CJ & Gorman E. Nursery rhymes and the early communication, language and literacy development of young children with disabilities. Cent. Early Lit. Learn. 2011: 4: 1-11.

Ezell HK & Justice LM. 2005. Shared storybook reading. Brookes.

Factor J. 1988. Captain Cook chased a chook: Children’s folklore in Australia. Penguin Books.

Fazio BB. Memory for rote linguistic routines and sensitivity to rhyme: A comparison of low-income children with and without specific language impairment. Applied Psycholinguistics. 1997: 18: 345-372.

Feierabend J. Music in early childhood. Design for Arts in Education. 1990: 91(6): 15-20.

Fernandez-Fein S & Baker L. Rhyme and alliteration sensitivity and relevant experiences among preschoolers from diverse backgrounds. Journal of Literacy Research. 1997: 29(3): 433-459.

Gerry D, Unrau A & Trainor LJ. Active music classes in infancy enhance musical, communicative and social development. Developmental science. 2012: 15(3): 398-407.

Glenn SM & Cunningham CC. Nursery rhymes and early language acquisition by mentally handicapped children. Exceptional Children. 1984: 51: 72-74.

Glenn SM & Cunningham CC. Recognition of the familiar words of nursery rhymes by handicapped and non‐handicapped infants. Journal of Child Psychology and Psychiatry. 1982: 23(3): 319-327.

Goswami U & Bryant P. 2016. Phonological skills and learning to read. Psychology Press.

Goswami U. Causal connections in beginning reading: The importance of rhyme. Journal of Research in Reading. 1999: 22(3): 217-240.

Goswami U. Early phonological development and the acquisition of literacy. Handbook of early literacy research. 2001: 1: 111-125.

Hall DP & Cunningham PM. 1997. Month-By-Month reading and writing for kindergarten: Systematic, multilevel instruction. Carson-Dellosa Publishing.

Halliwell-Phillipps JO. 1886. The nursery rhymes of England. F. Warne and Company.

Harper LJ. Nursery rhyme knowledge and phonological awareness in preschool children. Journal of Language and Literacy Education. 2011: 7(1): 63-78.

Hulme C, Hatcher PJ, Nation K, Brown A, Adams J & Stuart G. Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of experimental child psychology. 2002: 82(1): 2-28.

Johnson JL & Hayes DS. Preschool children’s retention of rhyming and nonrhyming text: Paraphrase and rote recitation measures. Journal of Applied Developmental Psychology. 1987: 8(3): 317-327.

Johnston RS, Anderson M & Holligan C. Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship. Reading and writing. 1996: 8(3): 217-234.

Juel C & Minden-Cupp C. Center for the Improvement of early reading achievement: One down and 80,000 to go: Word recognition instruction in the primary grades. The Reading Teacher. 1999: 53(4): 332-335.

Kenney S. Nursery rhymes: Foundation for learning. General Music Today. 2005: 19(1): 28-31.

Layton L & Upton G. Phonological training and the pre-school child. Education. 1992: 20(1): 34-36.

Lefebvre P, Bolduc J & Pirkenne C. Pilot study on kindergarten teachers’ perception of linguistic and musical challenges in nursery rhymes. Journal for Learning through the Arts. 2015: 11(1).

Lerer S. 2009. Children’s literature: A reader’s history, from Aesop to Harry Potter. University of Chicago Press.

Lukens RJ & Cline RK. 1995. A critical handbook of literature for young adults. Harpercollins College Division.

Lundberg I, Frost J & Petersen OP. Effects of an extensive program for stimulating phonological awareness in preschool children. Reading research quarterly. 1988: 23(3): 263-284.

Lynn JL. Runes to ward off sorrow: rhetoric of the English nursery rhyme. Children’s Literature in Education. 1985: 16(1): 3-14.

MacLean M, Bryant P & Bradley L. Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly. 1987: 33(3): 255-281.

Mullen G. More than words: Using nursery rhymes and songs to support domains of child development. Journal of childhood studies. 2017: 42(2): 42-53.

Muter V, Hulme C, Snowling MJ & Stevenson J. Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental psychology. 2004: 40(5): 665-681

Nazzi T, Bertoncini J & Mehler J. Language discrimination by newborns: toward an understanding of the role of rhythm. Journal of Experimental Psychology: Human perception and performance. 1998: 24(3): 756-766.

Nodelman P. 1996. The Pleasures of children’s literature. Pearson.

Nodelman P. 2008. The nursery rhymes of Mother Goose: A world without glasses. In Wyile AS & Rosenberg T. Considering children’s literature: A reader (pp. 129–147). Broadview Press. (Original work published 1989)

Opie I & Opie P. 1980. The Oxford dictionary of nursery rhymes. Oxfored University Press.

Partridge S. Nursery rhymes, a pathway to reading?. Teaching Guides. 1992.

Paulsen K. The Effects of nursery rhymes on the acquisition of beginning reading skills by emerging readers. Cedar Rapids. 2008.

Poulsson E. 1971. Finger plays for nursery and kindergarten. Dover.

Prošić-Santovac D. Making the match: Traditional nursery rhymes and teaching english to modern children. Children’s Literature in English Language Education. 2015.

Pullen PC & Justice LM. Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in school and clinic. 2003: 39(2): 87-98.

Qaddos M, Saleem N, Sarwar S. Animated Vs Oral Mother Goose Songs in Developing A Relationship Between Mothter and Chld. Journal of Media & Communication (JMC) Volume. 2020;1(2).

Reichertz R. The generative power of nursery rhymes. Children’s literature association quarterly. 1994: 19(3): 100-104.

Reilly V & Ward SM. 1997. Very young learners. Oxford University Press.

Rollin L. 1992. Cradle and all: A cultural and psychoanalytic reading. University Press of Mississippi.

Rudolph C, Wood TA & Miller-Wood DJ. Teaching basic sight words through nursery rhymes to mildly handicapped kindergarten students. Reading Improvement. 1990: 27(1): 72-80.

Scharfe E. Benefits of Mother Goose: Influence of a community-based program on parent-child attachment relationships in typical families. Child Welfare. 2011: 90(5) 9-26.

Schiller W & Griffith K. 2000. Nursery rhymes: Everything old is new again.” In: Thinking through the arts. Harwood Academic. 86-95.

Scott BA. 2010. 1,000 fingerplays & action rhymes: A sourcebook & DVD. Neal-Schuman.

Shilling WA. Mathematics, music, and movement: Exploring concepts and connections. Early Childhood Education Journal. 2002: 29(3): 179-84.

Vandergrif KE. (2021, March 10) “A Diller, A Dollar.” Eclipse: Mother Goose: A Scholarly Exploration https://web.archive.org/web/20101113191401/http://eclipse.rutgers.edu/goose/rhymes/adad/

Vandergrif KE. (2021, March 11). Rutgers University School of Communication and Information: Exemplary Children’s Literature Interface Project for Scholarly Education. Eclipse. http://eclipse.rutgers.edu/

Whitehead M. Born again phonics and the nursery rhyme revival. English in education. 1993: 27(3): 42-52.

Zachok AE. (1992). Nursery rhyme vocabulary-comprehension and interpretation among first grade children. [Unpublished Master’s thesis. Kean College, NJ].

Zuniga F, Moore S. (2021) The Use of Rhymes and Jingles to Improve Phonemic Awareness: A Foundation for Early Childhood Literacy Development in Belize. Caribean Journal of Education. 2021: 43:2

Inclusive Practices

ALSC Committee for library service to Special population children and their caregivers. (2015). Library services to special population children and their caregivers: A toolkit for librarians and library worker. ALSC. http://www.ala.org/alsc/sites/ala.org.alsc/files/content/professional-tools/lsspcc-toolkit-2015.pdf

Autism Speaks. (2021, March 11). 100 Day Kit for Young Children. Autism Speaks. https://www.autismspeaks.org/tool-kit/100-day-kit-young-children

Banks CS, Feinberg S, Jordan BA, Deerr K & Langa M. 2014. Including families of children with special needs: A how-to-do-it manual for librarians. American Library Association.

Bennie M. (2010, March 13). The DSM-V and sensory processing disorder. Autism Awareness Centre Inc.https://autismawarenesscentre.com/the-dsm-v-and-sensory-processing-disorder/

Bundy A. 2012. Children at play: Can I play too. In Kids can be kids: A childhood occupations approach. FA Davis Company.

Burgstahler S. (2018, April 16). Equal Access: Universal design of libraries: A checklist for making libraries welcoming, accessible, and usable. DO-IT. https://www.washington.edu/doit/equal-access-universal-design-libraries

Campbell ML, Helf S & Cooke NL. Effects of adding multisensory components to a supplemental reading program on the decoding skills of treatment resisters. Education and Treatment of Children. 2008: 31(3): 267-295.

Campbell NJ & Scherrer K. 2016. Once upon a cuento: Bilingual storytimes in english and spanish. ALA Editions.

Campbell NJ. 2014. Diversity programming for digital youth: promoting cultural competence in the children’s library. Libraries Unlimited.

Diamant-Cohen B. 2010. Early literacy programming en español: Mother Goose on the Loose programs for bilingual learners. Neal-Schuman.

Diamant-Cohen B & Caldéron A. A warm home at the library: Baltimore’s outreach to spanish-speaking families. American Libraries. 2009: 40(12): 41-43.

Diamant-Cohen B & Hetrick MA. 2013. Transforming Preschool Storytime: Modern vision and a year of programs. American Library Association.

Diamant-Cohen B, Prendergast T, Estrovitz C, Banks C & Van Der Veen K. We Play Here! Children & Libraries. 2012: 10(1): 3-10, 52.

Genishi C & Dyson AH. 2009. Children, language and literacy: Diverse learners in diverse times. Teachers College Press.

Harman T. (2012, November 14). “Tips for reading to children with special needs”. KSL. https://www.ksl.com/article/22953662

Harris A. Visual supports for students with autism. New Horizons for Learning. 2012: 10(2).

Humphrey J. (2021, March 15). Sensory/Special Needs Storytime. Pinterest. https://www.pinterest.cl/jelander74/sensory-special-needs-storytime/

Johnston SS, McDonnell AP & Hawken LS. Enhancing outcomes in early literacy for young children with disabilities: Strategies for success. Intervention in School and Clinic. 2008: 43(4): 210-217.

Kaeding J. Opening access to public libraries for children with special needs & their families. 2015. Retrieved from http://apo.org.au/node/60694.

Katims DS. Emergence of literacy in preschool children with disabilities. Learning Disability Quarterly. 1994: 17(1): 58-69.

Klesius JP & Griffith PL. Interactive storybook reading for at-risk learners. The Reading Teacher. 1996: 49: 552-560.

Libraries and Autism, we´re connected. (2021, March 15). Programming Strategies that Work. Libraries and Autism. http://www.librariesandautism.org/strategies

Lloyd M, MacDonald M & Lord C. Motor skills of toddlers with autism spectrum disorders. Autism. 2013: 17(2): 133-146.

MacMillan K. 2005. Try your hand at this: easy ways to incorporate sign language into your programs. Scarecrow Press.

MacMillan K. 2013. Little hands and big hands: Children and adults signing together. Huron Street Press.

Naidoo JC. 2014. Diversity programming for digital youth: Promoting cultural competence in the children’s library. Libraries Unlimited.

Prendergast T & Lazar R.  Language fun storytime: Serving children with speech and language delays. Children’s services: Partnerships for success. 2010, ALA Editions, 17-2

Prendergast T. Seeking early literacy for all: An investigation of children’s librarians and parents of young children with disabilities experiences at the public libra

Ripat J & Becker P. Playground usability: what do playground users say?. Occupational Therapy International. 2012: 19(3): 144-153.

Schwartz S. 2004. The new language of toys: Teaching communication skills to children with special needs, a guide for parents and teachers. Woodbine House.

Spencer-Cavaliere N & Watkinson EJ. Inclusion understood from the perspectives of children with disability. Adapted physical activity quarterly. 2010: 27(4): 275-293.

Thompson RH, Cotnoir‐Bichelman NM, McKerchar PM, Tate TL & Dancho KA. Enhancing early communication through infant sign training. Journal of applied behavior analysis. 2007: 40(1): 15-23.

Wardle F. Identifying young children with disabilities. Exchange. 2018: 40:6: 41-44.

Watkins RV & Bunce BH. Natural literacy: Theory and practice for preschool intervention programs. Topics in Early Childhood Special Education. 1996: 16(2): 191-212.

Weiss MJ & Harris SL. 2001. Reaching out, joining in: Teaching social skills to young children with autism. Woodbine house.

Updating Material to Be Relevant

Brytani. (2017, May 15). “Storytime for social justice: Ethnocentrism,”. Storytime underground. http://storytimeunderground.org/2017/05/15/storytime-underground-ethnocentrism/

Genishi C & Dyson AH. 2015. Children, language, and literacy: Diverse learners in diverse times. Teachers College Press.

Loomans D, Loomans J & Kolberg K. 2001. Positively Mother Goose. HJ Kramer.

Child Development

Almon J. 2013. The value of risk in children’s play. Alliance for Childhood.

Anning A & Edwards A. 2006. Promoting children’s learning from birth to five: Developing the new early years professional. McGraw-Hill Education (UK).

Beckoff M. Social play behavior: Cooperation, fairness, trust, and the evolution of morality. Journal of Consciousness Studies. 2001:8(2): 81-90.

Berger KS. 2003. The developing person through childhood and adolescence. Macmillan.

Berman J. 2010. Superbaby: 12 Ways to give your child a head start in the first 3 years. Sterling.

Bomba PC & Siqueland ER. The nature and structure of infant form categories. Journal of Experimental Child Psychology. 1983: 35(2): 294-328.

Bornstein MH. Sensitive periods in developments: Structural characteristics and casual interpretations. Psychological Bulletin. 1989: 105(2): 179-197.

Brazelton T B & Sparrow JD. 2006. Touchpoints: Birth to three. Da Capo.

Chvojicek R, Henthorne M & Larson N. 2001. Transition magician for families: Helping parents and children with everyday routines. Readleaf Press.

Eisenberg A, Murkoff H & Hathaway S. 2009. What to expect the toddler years. Workman Publishing.

Gandini L & Edwards CP. 2001. Bambini: The Italian approach to infant/toddler care. Teachers College Press.

Herr J & Swim T. 1999. Creative resources for Infants and toddlers. Delmar.

Honig AS. Essentials for excellence in quality early child care. Early Child Development and Care. 2021: Jul 30:1-12.

Institute of Medicine and National Research Council, 2022. “Child development and early learning: A foundation for professional knowledge and competencies.”  Transforming the workforce for children birth through age 8: A unifying foundation. Board on Children Youth and Families. 

Kagan J. 1984. The nature of the child. Basic Books.

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Mendres‐Smith AE, Borrero JC, Castillo MI, Davis BJ, Becraft JL, Hussey‐Gardner B. Tummy time without the tears: The impact of parent positioning and play. Journal of Applied Behavior Analysis. 2020: 53(4): 2090-107.

Office of Early Childhood Development. 2008. Milestones of child development: A Guide to young children’s learning and development from birth to kindergarten. Virginia Department of Social Services

Pappano L. Kids haven’t changed; kindergarten has. Harvard Education Letter. 2010: 26(5): 1-2.

Partanen E, Kujala T, Naatanen R, Liitola A, Sambeth A, & Huotilainen M. Learning-induced neural plasticity of speech processing before birth. Proceedings of the National Academy of Sciences of the United States of America. 2013: 110(37): 15145-15150.

Paul AM. 2011. How the nine months before birth shape the rest of our lives. Riverside: Free Press.

Paul AM. 2011. Origins: How the nine months before birth shape the rest of our lives. Free Press.

Piaget J. 1951. The child’s conception of the world. Routledge.

Piaget J. 1962. Play, dreams and imitation in childhood. W. W. Norton.

 

Piaget J, Gruber HE & Vonèche JJ. 1995. The essential piaget. J. Aronson.

Piaget J. The stages of the intellectual development of the child. Bulletin of the Menninger Clinic. 1962: 26(3): 120–128.

Porter P. 2017. Early brain development: what parents and caregiver need to know. Educarer.

Robinson SR, Kleven GA. 2005. Learning to move before birth. In: B Hopkins & SP Johnson, eds., Prenatal Development of Postntal Functions (Advances in Infancy Research). Praeger, 131- 175

Santrock JW. 2001. Child Development. 9th Edition. McGraw Hill.

Shonkoff JP & Phillips D. 2000. From neurons to neighborhoods: The science of early childhood development. National Academy Press.

Zero to Three. (2003, April 15). “Healthy Minds: Nurturing your child’s development from 9 to 12 months.” Zero to Three. https://www.zerotothree.org/resources/

Powers S. This issue and why it matters. Zero to Three. ed. 2013: 33(4).

Rubin Z. 1980. Children’s friendships (the developing child). Open Books Publishing.

Santrock JW. 2001. Child development. Ninth edition. McGraw Hill.

Schulman K. 2003. Key facts: Essential information about child care, early education and school-age care. Children’s Defense Fund.

Segal M.1998. Your child at play: One to two years. Second edition. Newmarket Press.

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The Whole Child

Bornstein D. (2015, July 24). Fixes: Teaching social skills to improve grades and lives.The New York Times. https://opinionator.blogs.nytimes.com/2015/07/24/building-social-skills-to-do-well-in-math/?smid=nytcore-iphone-share&smprod=nytcore-iphone

Diamond A. The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early education and development. 2010: 21(5): 780-793.

Shonkoff JP & Phillips D (Eds.). 2000. From neurons to neighborhoods: The science of early childhood development. Committee on integrating the science of early childhood development. National Academy Press.

Shonkoff JP. 2004. Science, policy, and the young developing child: Closing the gap between what we know and what we do. Ounce of Prevention Fund.

Economic Benefits of Investing in Early Childhood

Perkins S. C., Finegood E. D., Swain J. E. (2013). Poverty and language development: Roles of parenting and stress. Innovations in Clinical Neuroscience, 10(4), 10–19. [PMC free article] 

Petersen D. B., Spencer T. D. (2012). The narrative language measures: Tools for language screening, progress monitoring, and intervention planning. Perspectives on Language and Learning Education, 19, 119–129.  

Bartik TJ, Gormley W & Adelstein S. Earnings benefits of Tulsa’s pre-K program for different income groups. Economics of Education Review. 2012: 31(6): 1143-1161.

Bartik TJ. 2014. From Preschool to Prosperity: The economic payoff to early childhood education. W.E. Upjohn Institute for Employment Research.

Belfield C & Schwartz H. 2007. The cost of high-quality pre-school education in New Jersey. Education Law Center.

Belfield CR, Nores M, Barnett S & Schweinhart L. The high/scope perry preschool program cost–benefit analysis using data from the age-40 followup. Journal of Human resources. 2006: 41(1): 162-190.

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Blank H, Schulman K & Ewan D. 1999. Key Facts: Essential information about child care, early education, and school-age care. Children’s Defense Fund.

Brooks-Gunn J & Duncan GJ. The effects of poverty on children. The Future of Children. 1997: 7(2): 55-71.

Campbell FA, Ramey CT, Pungello E, Sparling J & Miller-Johnson S. Early childhood education: Young adult outcomes from the Abecedarian Project. Applied developmental science. 2002: 6(1): 42-57.

Cartmill EA. Mind the Gap: Assessing and Addressing the Word Gap in Early Education. Policy Insights from the Behavioral and Brain Sciences. 2016: 3(2): 186

Chetty R, Friedman JN & Rockoff JE. 2011. The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood. National Bureau of Economic Research.

Chetty R, Friedman JN, Hilger N, Saez E, Schanzenbach DW & Yagan D. How does your kindergarten classroom affect your earnings? Evidence from Project STAR. The Quarterly journal of economics. 2011; 126(4): 1593-1660.

Connell CM & Prinz RJ. The impact of childcare and parent–child interactions on school readiness and social skills development for low-income African America

Cybele RC, McCoy DC, Lowenstein AE & Pess R. Predicting individual differences in low‐income children’s executive control from early to middle childhood. Developmental Science. 2013: 16(3): 394-408.

Duncan GJ & Magnuson K. Investing in preschool programs. Journal of economic perspectives. 2013: 7(2): 109-32.

Duncan GJ, Morris PA, Rodrigues C. Does money really matter? Estimating impacts of family income on young children’s achievement with data from random-assignment experiments. Developmental psychology. 2011 Sep;47(5):1263.

Hindman AH, Wasik BA, Snell EK. Closing the 30 million word gap: Next steps in designing research to inform practice. Child Development Perspectives. 2016: Jun;10(2): 134-9.

Hirsh-Pasek K, Adamson L, Bakeman R, Golinkoff RM, Pace A, Yust P & Suma K. The contribution of early communication to low-income children’s language success. Psychological Science. 2015: 26: 1071-1083.

Hoff E, Laursen B & Bridges K. Measurement and model building in studying the influence of socioeconomic status on child development. The Cambridge handbook of environment in human development. 2012: 590-606.

Hoff E. Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology. 2013: 49(1): 4–14.

Hoff E. The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development. 2003: 74(5): 1368-1378.

Jednoróg K, Altarelli I, Monzalvo K, Fluss J, Dubois J, Billard C, . . . Ramus F.  The influence of socioeconomic status on children’s brain structure. PLoS ONE. 2012: 7(8), e42486. doi:10.1371/journal.pone.0042486

Jensen SK, Xie W, Kumar S, Haque R, Petri WA, Nelson III CA. Associations of socioeconomic and other environmental factors with early brain development in Bangladeshi infants and children. Developmental cognitive neuroscience. 2021 Aug 1;50:100981.

Knudsen EI, Heckman JJ, Cameron JL & Shonkoff JP. Economic, neurobiological, and behavioral perspectives on building America’s future workforce. Proceedings of the national Academy of Sciences. 2006: 103(27): 10155-10162.

Krashen S & Shin F. Summer reading and the potential contribution of the public library in improving reading for children of poverty. Public Library Quarterly. 2004: 23(3-4): 99-109.

Mackey AP, Finn AS, Leonard JA, Jacoby-Senghor DS, West MR, Gabrieli CFO, Gabrieli JDE.  Neuroanatomical correlates of the income-achievement gap. Psychological Science. 2015:2: 925–933. [PMC free article] 

McGillion M, Pine JM, Herbert JS, Matthews D. A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds. Journal of Child Psychology and Psychiatry. 2017: 58: 1122–1131. [PubMed]  

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Nespeca SM. Urban head start mothers: Their personal reading habits, involvement in sharing books with their children, and perceptions of their public library. Journal of Youth Services in Libraries. 1995. 8: 188-194.

Neuman SB. Books make a difference: A study of access to literacy. Reading research quarterly. 1999: 34(3): 286-311.

Newman SB. Children engaging in storybook reading: The influence of access to print resources, opportunity, and parental interaction. Early Childhood Research Quarterly. 1996: 11(4): 495-513.

Neuman SB & Celano D. Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly. 2001: 36: 8-26. 

Neuman SB & Celano D.  Don’t level the playing field: Tip it toward the underdogs. American Educator. 2012: 36(3): 20-21.

Neuman SB & Celano DC. 2012. Giving our children a fighting chance: Poverty, literacy, and the development of information capital. Teachers College Press.

Neuman SB & Celano D. Save the libraries! Journal of Educational Leadership. March 2004: 82-84.

Neuman SB, Celano DC, Greco AN & Shue P. 2001. Access for all: Closing the book gap for children in early education. International Reading Association.

Neuman SB & Roskos K. Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American Educational Research Journal. 1993: 30(1): 95-122..

Noble KG, Engelhardt LE, Brito NH, Mack LJ, Nail EJ, Angal J, . . . Elliott AJ.  Socioeconomic disparities in neurocognitive development in the first two years of life. Developmental Psychobiology.  2015:57: 535–551. [PMC free article] 

Noble KG, Houston SM, Kan E, Sowell ER.  Neural correlates of socioeconomic status in the developing human brain.Developmental Science. 2012:15: 516–527. [PMC free article]  

Noble KG, Wolmetz ME, Ochs LG, Farah MJ, McCandliss BD. Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors. Developmental Science. 2006:9: 642–654. [PubMed]  

Raizada RD, Richards TL, Meltzoff A, Kuhl PK. Socioeconomic status predicts hemispheric specialisation of the left inferior frontal gyrus in young children. NeuroImage. 2008: 40,:1392–1401. [PMC free article]  

Rolnick A & Grunewald R. Early childhood development: Economic development with a high public return. The Region. December 2003: 6–12.

Sabol TJ & Pianta RC. Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. Child development. 2012: 83(1): 282-299.

Sarsour K, Sheridan M, Jutte D, Nuru-Jeter A, Hinshaw S, Boyce WT. Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society. 2011:17: 120–132.

Schulman K. 2003. Key facts: Essential information about child care, early education and school-age care. Children’s Defense Fund.

Schulman K & Blank H. 2004. Child care assistance policies 2001-2004: Families struggling to move forward, states going backward. National Women’s Law Center.

Schweinhart LJ. Benefits, costs, and explanation of the High/Scope Perry Preschool program. Tampa, FL: Biennial Meeting of the Society for Research in Child Development: 2003.

Schwinhart lJ, Montie J, Ziang Z, Barnett WS, Belfireld CR & Nores M. 2005. Lifetime effects: The High/Scope Perry Preschool Study through Age 40. HighScope Press.

Sensenig, VJ. Protecting the core: Budget cuts and children’s programs in public libraries. PowerPlay: A Journal of Educational Justice. 2013:5(2): 698-724.

Shonkoff J & Phillips D. 2000. Neurons to neighborhoods: The science of early childhood development. National Academy Press.

Shonkoff JP. 2004. Science, Policy, and the Young Developing Child: Closing the gap between what we know and what we do. Ounce of prevention fund.

Sonnenschein S, Metzger SR & Thompson JA. Low-income parents’ socialization of their preschoolers’ early reading and math skills. Research in Human Development. 2016: 13(3): 207-224.

Stipek D, Daniels D, Galluzzo D & Milburn S. Characterizing early childhood education programs for poor and middle-class children. Early Childhood Research Quarterly. 1992: 7(1): 1-19.

Stipek DJ & Ryan RH. Economically disadvantaged preschoolers: Ready to learn but further to go. Developmental Psychology. 1997: 33(4): 711-723.

Storch SA & Whitehurst GJ. The role of family and home in the literacy development of children from low-income backgrounds. New Directions for Child and Adolescent Development Summer. 2001: 92: 53-71.

Van Kleeck A, Gillam RB, Hamilton L & McGrath C. The relationship between middle-class parents’ book-sharing discussion and their preschoolers’ abstract language development. Journal of Speech, Language, and Hearing Research. 1997: 40(6): 1261-1271.

Wagmiller RL, Adelman RM. Childhood and intergenerational poverty: The long-term consequences of growing up poor.

Walker D, Greenwood C, Hart B & Carta J. Prediction of school outcomes based on early language production and socioeconomic factors. Child development. 1994: 65(2): 606-621.

Wresch W. 1996. Disconnected: Haves and Have-nots in the Information age. Rutgers University Press.

Young WT. Musical development in preschool disadvantaged children. Journal of Research in Music Education. 1974: 22(3): 155-169.

Zigler E, Gilliam WS & Jones SM. 2006. A vision for universal preschool education. Cambridge University Press.

Outreach / Public Libraries (inside and out)

 

Birckmayer J. The role of public libraries in emergent and family literacy. Zero to Three. December/January 2000-2001: 24- 29.

Borgman CL. 2003. From Gutenberg to the global information infrastructure: access to information in the networked world. Mit Press.

Cahill M. Meeting the early literacy needs of children through preschool outreach storytime programs. Knowledge Quest. 2004: 33(2): 61-62.

Călinescu M. 1993. Rereading. Yale University Press.

DeSalvo N. 1993. Beginning with Books: Library programming for Infants, toddlers, and preschool children. Library Professional Publications.

Diamant-Cohen B, ed. 2010. Children’s services: Partnerships for success. ALA Editions.

Diamant B. (1980). “The Library as an Institution for social change: Social growth and development of children through utilization of library programs.” [Senior Thesis. Brandeis University]. 42.

Diamant-Cohen B. 2018. Mother Goose on the Loose: Here, There, and Everywhere. ALA Editions.

Diamant-Cohen B & Sherman D. Hand in hand: Museums and libraries working together. Public Libraries. 2003: 42(2): 102-105.

Ditzion SH. 1947. Arsenals of a democratic culture: A social history of the America Public Library Movement in New England and the Middle States from 1850 to 1600. American Library Association.

DuMont RR. 1977. Reform and reaction: The big city public library in american life. Greenwood Press.

Fehrenbach LA, Hurford DP, Fehrenbach CR & Brannock RG. Developing the emergent literacy of preschool children through a library outreach program. Journal of Youth Services in Libraries. 1998: 12(1): 40-45.

Greene E. 1991. Books, babies and libraries. ALA Editions.

Groves R. 1998. Developing the emergent literacy of preschool children through a library outreach program. Journal of Youth Services in Libraries. 12(1): 40-45.

Hayden C. What are libraries for? American Libraries. November 2003: 5.

Kalisch PAD. 1969. The Enoch Pratt free library: A social history. Scarecrow.

Kranich N. 2001. Libraries & Democracy: The cornerstone of liberty. American Library Association.

Marino J & Houlihan DF. 1992. Mother Goose time: Library programs for babies and their caregivers. HW Wilson Company.

Martinez G. Partnering for reading readiness: A case study of Maryland public librarians. Children and Libraries. 2007: 5(1): 32-39.

Martinez, G. Public Libraries–Community organizations making outreach efforts to help young children succeed in school. School Community Journal. 2008: 18(1) ; 93-104.

McClure C, McClure CR, Owen A, Lynch MJ, Zweizig DL & Van House NA. 1987. Planning and role setting for public libraries: A manual of options and procedures. American Library Association.

McKinnon E & Tourtillotte B. 1992. Learning and caring about our town. Warren.

McQueen S & Zweizig DL. What goes around: Telephone reference rotary wheels. Public Libraries. September/October 2003: 309-319.

Mehra B & Davis R. 2015. A strategic diversity manifesto for public libraries in the 21st century. New Library World.

Molz RK & Dain P. 1999. Civic space/cyberspace: The American public library in the information age. Mit Press.

Nelson J & Farley J. 1991. Full circle: ninety years of service in the main reading room. Library of congress.

Neuman SB & Celano D. Save the Libraries!. Educational Leadership. 2004: 61(6): 82.

Razzano BW. Creating the library habit. Library Journal. 1985: 110: 111-114.

Shuman BA. 1997. Beyond the library of the future: More alternative futures for the public library. Libraries unlimited.

Stolz D,Griffith G, Kelly J, Smith M & Wheeler L. 2018. Transform and Thrive: Ideas to Invigorate your library and your community. ALA Editions.

Van Slyck AA. 1995. Free to all: Carnegie Libraries & American culture, 1890-1920. University of Chicago Press.

Walter VA. Public library service to children and teens: A research agenda. Library Trends. 2003: 51(4): 571-89

Walter VA. 2001. Children & libraries: getting it right. American Library Association.

Walter VA. 2010. Twenty-first-century kids, twenty-first-century librarians. American Library Association.

Ward, A & Wason-Ellam L. Reading beyond school: Literacies in a neighbourhood library. Canadian Journal of Education. 2005: 28(1/2): 92-108.

Williams P. 1988. The American Public Library and the problem of purpose. Greenwood Press.

Premature Babies / Early Literacy in the NICU / Music in the NICU

Abdeyazdan Z, Shahkolahi Z, Mehrabi T & Hajiheidari M. A family support intervention to reduce stress among parents of preterm infants in neonatal intensive care unit. Iranian journal of nursing and midwifery research. 2014: 19(4): 349.

Alipour Z, Eskandari N, Hossaini SKE & Sangi S. Effects of music on physiological and behavioral responses of premature infants: a randomized controlled trial. Complementary Therapies in Clinical Practice. 2013: 19(3): 128-132.

Altimier L, Boyle B. Education, competencies, and skills acquisition for ‘premature nurses’ providing clinical, developmental, and musical therapies for ‘premature infants’. Journal of Neonatal Nursing. 2022 Apr 12.

Anderson DE & Patel AD. Infants born preterm, stress, and neurodevelopment in the neonatal intensive care unit: might music have an impact?. Developmental Medicine & Child Neurology. 2018: 60(3): 256-266.

Arnon S, Diamant C, Bauer S, Regev R, Sirota G, Litmanovitz I. Maternal singing during kangaroo care led to autonomic stability in preterm infants and reduced maternal anxiety. Acta Paediatrica. 2014 Oct;103(10):1039-44.

Barnell R. 2012. Neonatal Nightingales: Live parental and neonatal nurse Infant-Directed singing as a beneficial intervention for the health and development of infants in neonatal care. University of Wolverhampton.

Braid S, Bernstein J. Improved cognitive development in preterm infants with shared book reading. Neonatal Network. 2015 Jan 1;34(1):10-7.

Caskey M, Stephens B, Tucker R, Vohr B. Importance of parent talk on the development of preterm infant vocalizations. Pediatrics. 2011 Nov 1;128(5):910-6.

Caskey M, Stephens B, Tucker R, Vohr B. Adult talk in the NICU with preterm infants and developmental outcomes. Pediatrics. 2014 Mar 1;133(3):e578-84.

Cassidy JW & Standley JM. The effect of music listening on physiological responses of premature infants in the NICU. Journal of music therapy. 1995: 32(4): 208-227.

Cevasco AM. The effects of mothers’ singing on full-term and preterm infants and maternal emotional responses. Journal of music therapy. 2008: 45(3): 273-306.

Chapko H, Menking S, Nutter E, Ranallo M, Walsh K, Moore TA. Implementation of a nurse-led family centered engagement intervention for caregivers of extremely premature infants in the neonatal intensive care unit. Journal of Neonatal Nursing. 2022 Mar 29.

Chorna O, Filippa M, De Almeida JS, Lordier L, Monaci MG, Hüppi P, Grandjean D, Guzzetta A. Neuroprocessing mechanisms of music during fetal and neonatal development: a role in neuroplasticity and neurodevelopment. Neural Plasticity. 2019 Mar 20;2019.

Chorna OD, Slaughter JC, Wang L, Stark AR & Maitre NL. A pacifier-activated music player with mother’s voice improves oral feeding in preterm infants. Pediatrics. 2014: 133(3): 462-468.

Diamant-Cohen B, Sonnenschein S, Sacks D, Rosswog S & Hussey-Gardner B. Mother Goose in the NICU: Support for the neediest infants and their families. Children and Libraries. 2018: 16(1): 3-7.

Doheny L, Hurwitz S, Insoft R, Ringer S, Lahav A. Exposure to biological maternal sounds improves cardiorespiratory regulation in extremely preterm infants. The Journal of Maternal-fetal & Neonatal Medicine. 2012 Sep 1;25(9):1591-4.

Efendi D & Tane R. The effects of music therapy on vital signs, feeding, and sleep in premature infants. NurseLine Journal. 2019: 4(1): 31-36.

Filippa M, Devouche E, Arioni C, Imberty M, Gratier M. Live maternal speech and singing have beneficial effects on hospitalized preterm infants. Acta Paediatrica. 2013 Oct;102(10):1017-20.

Golinkoff RM, Can DD, Soderstrom M & Hirsh-Pasek K. (Baby) talk to me: the social context of infant-directed speech and its effects on early language acquisition. Current Directions in Psychological Science. 2015: 24(5): 339-344.

Gooding JS, Cooper LG, Blaine AI, Franck LS, Howse JL & Berns SD. Family support and family-centered care in the neonatal intensive care unit: origins, advances, impact. In Seminars in perinatology. 2011: 35(1): 20-28.

Gooding LF. Using music therapy protocols in the treatment of premature infants: An introduction to current practices. The Arts in Psychotherapy. 2010: 37(3): 211-214.

Graven SN & Browne JV. Auditory development in the fetus and infant. Newborn and infant nursing reviews. 2008: 8(4): 187-193.

Harding C, Whiting L, Petty J, Edney S, Murphy R, Crossley SL. Infant communication. How should we define this, and is it important? Journal of Neonatal Nursing. 2022: Jan 17.

Haslbeck FB. Music therapy for premature infants and their parents: an integrative review. Nordic Journal of Music Therapy. 2012: 21(3): 203-226.

Haslbeck FB, Jakab A, Held U, Bassler D, Bucher HU, Hagmann C. Creative music therapy to promote brain function and brain structure in preterm infants: A randomized controlled pilot study. NeuroImage: Clinical. 2020 Jan 1;25:102171.

Hepper P. An examination of fetal learning before and after birth. The Irish Journal of Psychology. 1991:12(2): 95-107.

Hess CR, Teti DM & Hussey-Gardner B. Self-efficacy and parenting of high-risk infants: The moderating role of parent knowledge of infant development. Journal of applied developmental psychology. 2004: 25(4): 423-437.

Hussey-Gardner B & Famuyide M. Developmental interventions in the NICU: what are the developmental benefits?. NeoReviews. 2009: 10(3): 113-120.

Hussey-Gardner B, McNinch A, Anastasi J & Miller M. Early intervention best practice: Collaboration among an NICU, an early intervention program, and an NICU follow-up program. Neonatal Network. 2002: 21(3): 15-22.

Hussey-Gardner B, Sonnenschein S, Shanty L, Dowling R, Sacks D & Diamant-Cohen, B. Goslings: An early language & literacy program for families with infants in the neonatal intensive care unit. Am Acad Pediatrics. 2018: 176.

Hussey-Gardner B. 2008. Understanding my signals. VORT Corporation.

Ionio C, Giannoni V, Colombo C, Ciuffo G, Landoni M, Banfi A, Balestriero M, Scelsa B, Lista G. Impact of maternal emotional experiences at birth and self-regulation in preterm children: The role of early interactions. Journal of Neonatal Nursing. 2022 Feb 2.

Jain VG, Kessler C, Lacina L, Szumlas GA, Crosh C, Hutton JS, Needlman R, Dewitt TG. Encouraging parental reading for high-risk Neonatal Intensive Care Unit infants. The Journal of Pediatrics. 2021 May 1;232:95-102.

Jobe AH. Sensory deprivation in private rooms in the NICU. The Journal of pediatrics. 2014: 164(1): 1-3.

Jones MW & Englestad D. “Womb” literacy: Reading to infants in the NICU. Neonatal Network. 2004: 23(4):65-69.

Kehl SM, Marca-Ghaemmaghami L, Haller M, Pichler-Stachl E, Bucher HU, Bassler D, Haslbeck FB. Creative music therapy with premature infants and their parents: A mixed-method pilot study on parents’ anxiety, stress and depressive symptoms and parent–infant attachment. International Journal of Environmental Research and Public Health. 2021 Jan;18(1):265.

Kuhl PK. Brain mechanisms in early language acquisition. Neuron. 2010: 67(5): 713-727.

Lariviere J, Rennick JE. Parent picture-book reading to infants in the neonatal intensive care unit as an intervention supporting parent-infant interaction and later book reading. Journal of Developmental & Behavioral Pediatrics. 2011 Feb 1;32(2):146-52.

Lester BM, Hawes K, Abar B, Sullivan M, Miller R, Bigsby R & Padbury JF. Single-family room care and neurobehavioral and medical outcomes in preterm infants. Pediatrics. 2014: 134(4): 754-760.

Levesque BM, Tran A, Levesque E, Shrestha H, Silva R, Adams M & Ferguson C. Implementation of a pilot program of Reach Out and Read® in the neonatal intensive care unit: a quality improvement initiative. Journal of Perinatology. 2018: 38(6): 759-766.

Loewy J, Stewart K, Dassler AM, Telsey A & Homel P. The effects of music therapy on vital signs, feeding, and sleep in premature infants. Pediatrics. 2013: 131(5): 902-918.

Loewy J. NICU music therapy: song of kin as critical lullaby in research and practice. Annals of the New York Academy of Sciences. 2015: 1337(1): 178-185.

Loewy J, Jaschke AC. Mechanisms of timing, timbre, repertoire, and entrainment in neuroplasticity: Mutual interplay in neonatal development. Frontiers in Integrative Neuroscience. 2020 Mar 2;14:8.

Loewy J, Stewart K, Dassler AM, Telsey A, Homel P. The effects of music therapy on vital signs, feeding, and sleep in premature infants. Pediatrics. 2013 May 1;131(5):902-18.

Lordier L, Meskaldji DE, Grouiller F, Pittet MP, Vollenweider A, Vasung L & Hüppi P S. Music in premature infants enhances high-level cognitive brain networks. Proceedings of the National Academy of Sciences. 2019: 116(24): 12103-12108.

Moon C. Prenatal experience with the maternal voice. Early vocal contact and preterm infant brain Development. 2017: 25-37.

Neal D & Lindeke L. Music as a nursing intervention for preterm infants in the NICU. Neonatal Network. 2008: 27(5): 319-327.

Needlman R. Reading aloud to newborns. Journal of Developmental & Behavioral Pediatrics. 2018 Jan 1;39(1):79-80.

Neri E. De Pascalis L, Agostini F, Genova F, Biasini A, Stella M and Trombini E. Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years. International Journal of Environmental Research and Public Health. 2021:18(21):11361. https://doi.org/10.3390/ijerph182111361

Neri E, Agostini F, Baldoni F, Facondini E, Biasini A, Monti F. Preterm infant development, maternal distress and sensitivity: The influence of severity of birth weight. Early Human Development. 2017 Mar 1;106:19-24.

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 Also in Spanish

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Conversational Duets

Rozenblatt-Perkal Y, Davidovitch M, Gueron-Sela N. Infants’ physiological and behavioral reactivity to maternal mobile phone use–An experimental study. Computers in Human Behavior. 2022 Feb 1;127:107038.

Salo VC, King LS, Gotlib IH, Humphreys KL. Infants who experience more adult‐initiated conversations have better expressive language in toddlerhood. Infancy. 2022 Sep;27(5):916-36.