Research Supporting All Aspects of MGOL

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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

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.

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.

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.

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 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

Vocabulary

Anderson RC & Freebody P. 1981. Vocabulary knowledge. In 1. T. Guthrie (Ed.), Comprehension and teaching: Research reviews. International Reading Association. p. 77-177.

Beck IL, McKeown MG & Kucan L. Taking delight in words: Using oral language to build young children’s vocabularies. American Educator. Spring 2003: 27(1).

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

Cabell SQ, Justice LM, McGinty AS, DeCoster J, Forston LD. Teacher-child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly. 2015: 300(Part A): 80-92.

Cartmill EA, Armstrong BF, Gleitman LR, Goldin-Meadow S, Medina TN & Trueswell JC. Quality of early parent input predicts child vocabulary 3 years later. National Academy of Sciences. 2013 : 110(28): 11278-11283.

DeCasper A & Spence M. Prenatal maternal speech influences newborn’s perception of speech sounds. Infant Behavior and Development. 1986: 9: 133–150.

Elley WB. Vocabulary acquisition from listening to stories. Reading Research Quarterly. 1989: 24(2): 174-187.

Farkas G & Beron K. The detailed age trajectory of oral vocabulary knowledge: Differences by class and race. Social Science Research. 2004: 33: 464–97.

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.

Hargrave AC & Sénéchal M. A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly. 2000: 15(1): 75-90.

Hart B & Risley T. 1995. Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing.

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. Environmental supports for language acquisition. In D. K. Dickinson & S. B. Neuman (Eds.). Handbook of early literacy research. 2006: 2: 163–172.

Kachergis G, Yu C, Shiffrin RM. Actively learning object names across ambiguous situations. Topics in Cognitive Science. 2013: 5(1): 200-213.

Kagan SL, Moore E & Bredekamp S. 1995. Reconsidering children’s early development and learning: Toward shared beliefs and vocabulary. National Education Goals Panel.

Kit C. How does a lexical acquisition begin? A cognitive perspective. Cognitive Science. 2003: 1(1): 1-50.

Luo R, Alper RM, Hirsh-Pasek K, Mogul M, Chen Y, Masek LR, Paterson S, Pace A, Adamson LB, Bakeman R & Golinkoff RM. Community-based, caregiver-implemented early language intervention in high-risk families: Lessons learned. Progress in Community Health Partnerships: Research, Education, and Action. 2019: 13(3): 283-291.

Marulis LM, Neuman SB. The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of educational research. September 2010: 80(3): 300-35.

Miller ZF, Fox JK, Moser JS & Godfroid A. Playing with fire: Effects of negative mood induction and working memory on vocabulary acquisition. Cognition and Emotion. 2018: 32(5): 1105-1113.

Morgan PL, Farkas G, Hillemeier MM, Hammer CS & Maczuga S. 24-month-old children with larger oral vocabularies display greater academic and bahavioral functioning at kindergarten entry. Child Development. 2015: 86(5): 1351-1370.

Suskind D, Suskind B & Lewinter-Suskind L. 2015. Thirty million words: Building a child’s brain. Dutton.

Warwick EB. Vocabulary acquisition from listening to stories. Reading research quarterly. 1989: 174-187.

Wasik BA & Hindman AH. Talk alone won’t close the 30-Million word gap. Phi Delta Kappan. 2015: 96(6): 50–54.

Weisleder A & Fernald A. Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science. 2013: 24(11): 2143-2152.

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

Yu C & Ballard DH. A unified model of early word learning: Integrating statistical and social cues. Neurocomputing. 2007: 70: 2149–2165.

Print Awareness, Print Motivation, and Visual Literacy

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

Coles R. Interview. How to look at a mountain. Artforum 1993: 92(3): 92-99.

Diamant-Cohen B & Valakos D. Promoting visual literacy using the Mother Goose on the Loose program. Public Libraries. 2007: 46(2): 47-54.

Edmonds E & Candy L. Creativity, art practice, and knowledge. Communications of the ACM. 2002: 91-95.

Epstein AS. Thinking about art: Encouraging art appreciation in early childhood settings. Young Children. 2001: 56 (3): 38–43.

Frey N & Douglas F. Reading and the brain: What early childhood educators need to know. Early Childhood Education Journal. Aug 2010: 38(2): 103-110.

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

Hirsh-Pasek K & Golinkoff RM. 2007. Celebrate the scribble: Appreciating children’s art. Crayola Beginnings.

Institute of Museum and Library Services. 2013. Growing Young Minds. Institute of Museum and Library Services.

Jalongo MR. 2004. Young children and picture books, 2nd ed. National Association for the Education of Young Children.

Lambert M. Gutter talk and more: Picturebook paratexts, illustration, and design at storytime. Children and Libraries. 2010: 8(3): 36-46.

Lukehart W. Playgrounds for the mind: Drawn to delight: How picturebooks work (and play) today. Children and Libraries. 2010: 8(3): 32-35.

National Research Council. 2001. Eager to learn: Educating our preschoolers. National Academies Press.

Salmon AK. Tools to enhance young children’s thinking. Young Children. 2010: 65(5): 26-31.

Snow CE, Burns MS & Griffin P, eds. 1998. Preventing reading difficulties in young children. National Research Council. National Academy Press.

Wallace M. 2002. I can make that!: Fantastic crafts for kids. Maple Leaf Press.

Phonological Awareness

Bergen D & Mauer D. 2000. Symbolic play, phonological awareness, and literacy skills at three age levels. Roskos KA & Christie JF. 2000. Play and literacy in early childhood: Research from multiple perspectives. (p. 45–62). Lawrence Erlbaum Associates Publishers.

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

Phillips BM, Menchetti JC & Lonigan CJ. Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics Early Child Spec Educ. 2008: 28(1): 3-17.

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.

Ruan Y, Georgiou GK, Song S, Li Y & Shu H. Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis. Journal of Educational Psychology. 2018: 110(2): 180.

Narrative Skills/ Comprehension

Applebee AN. 1978. The child’s concept of story: Ages two to seventeen. The University of Chicago Press.

Blank M & Frank SM. Story recall in kindergarten children: Effect of method of presentation on psycholinguistic performance. Child Development. 1971: 42: 299-312.

Brown AL. Recognition, reconstruction, and recall of narrative sequences by preoperational children. Child Development.1975: 46(1) :156-166.

Emery DW. Helping readers comprehend stories from the characters’ perspectives. The Reading Teacher. 1996: 49: 534-541.

Fox C. 1993. At the very edge of the forest: The influence of literature on storytelling by children. Cassell.

Gurdon MF. The secret power of the children’s picture book – Even infants get profound cognitive and behavioral benefits from sharing a vivid story. The Wall Street Journal. January 2019: C3.

Paris AH & Paris SG. Assessing narrative comprehension in young children. Reading Research Quarterly. 2003: 38: 36-76.

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: 443-452.

Zimmermann S & Hutchins C. 2003. 7 keys to comprehension: How to help your kids read it and get it! Three Rivers Press

Oral Language

DeCasper A, Lecanuet J, Busnel M, Granier-Deferre C & Maugeais R. Fetal reactions to recurrent maternal speech. Infant Behavior and Development. 1994: 17(2): 159-164.

DeCasper A & Spence M. Prenatal maternal speech influences newborn’s perception of speech sounds. Infant Behavior and Development. 1986: 9: 133–150.

Dickinson D, Golinkoff RM & Hirsh-Pasek K. Speaking out for language: Why language is central to reading development. Educational Researcher. 2010: 4: 305-310.

Engel S. Storytelling in the first three years. The Zero to Three Journal. 1997:2: 3-6.

Fox M. 2001. Reading magic: Why reading aloud to our children will change their lives forever. Harcourt.

Gros-Louis J, West MJ & King AP. The influence of interactive context on prelinguistic vocalizations and maternal responses. Language Learning and Development. 2016: 12(3): 280-294.

Gros‐Louis J, West MJ & King AP. Maternal responsiveness and the development of directed vocalizing in social interactions. Infancy. 2014: 19(4): 385-408.

Grugeon E. 2005. Teaching speaking and listening in the primary school. David Fulton.

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.

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

Ma W, Golinkoff RM, Houston D & Hirsh-Pasek K. Word learning in infant-and adult-directed speech. Language Learning and Development. 2011: 7: 209-225.

Moon C, Cooper R & Fifer W. Two-day-olds prefer their native language. Infant Behavior and Development. 1993: 16: 495–500.

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): 646-661.

Scarborough HS & Dobrich W. On the efficacy of reading to preschoolers. Developmental Review. 1994: 14: 245-302.

Shedd MK & Duke NK. The power of planning: Developing effective read-alouds. Young Children. 2008: 63(6): 22-27.

Snow P & Powell M. Youth (in)justice: Oral language competence in early life and risk for engagement in antisocial behavior in adolescence. Trends & Issues in Crime and Criminal Justice. April 2012: 435.

Talbot M. The talking cure. The New Yorker. Jan 12, 2015.

Every Child Ready to Read

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

Neuman SB, Celano D. An evaluation of Every Child Ready to Read: A parent education initiative. 2010.

Neuman SB, Noland N & Celano D. 2017. Bringing literacy home: An evaluation of the Every Child Ready to Read Program. American Library Association.

Literacy in the Home Environment

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: 81-98.

Cartmill EA, Armstrong BF, Gleitman LR, Goldin-Meadow S, Medina TN & Trueswell JC. Quality of early parent input predicts child vocabulary 3 years later. National Academy of Sciences. 2013 : 110(28): 11278-11283.

Fox M. 2001. Reading magic: Why reading aloud to our children will change their lives forever. Harcourt.

Hirsh-Pasek K & Golinkoff RM. Put your data to use: Entering the real world of children and families. Perspectives on Psychological Science. 2019: 14(1): 37-42.

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.

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.

Niklas F, Wirth A, Guffler S, Drescher N & Ehmig SC. The home literacy environment as a mediator between parental attitudes towards shared reading and children’s linguistic competencies. Frontiers in Psychology. 2020: 11: 1628.

Ramos F & Krashen S. The impact of one trip to the public library: Making books available may be the best incentive for reading. Reading Teacher. 1998: 7: 614-615.

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

Register D. Examining the relationship between family reported literacy behaviors, early literacy skill methods, and engagement in early childhood music groups. Perspectives: Journal of the Early Childhood and Movement Association. 2012: 7(3-4): 16-24.

Sonnenschein S & Munsterman K. The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly. 2002: 17(3): 318-337.

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.

Motivation to Read

McConnell SR & Rabe HL. Home and community factors that promote early literacy development for preschool-aged children. Just in Time Research: Children, Youth, and Families. 1999: 1: 39-46.

McCord S. 1995. The storybook journey: Pathways to literacy through story and play. Prentice Hall.

The Five Practices

Diamant-Cohen B. Talk, sing, read, write and play together. Parents & Practitioner’s News. August 2016.

School Readiness

Ackerman DJ & Barnett WS. Prepared for kindergarten: What does “readiness” mean? National Institute for Early Education Research. March 2005.

Blair C. School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist. February 2002: 57(2): 111-127.

Blair C. Self-regulation and school readiness. ERIC Digest. 2003.

Blair C & Diamond A. Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology. 2002: 20(3): 899-911.

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.

Brown E, Benedett B & Armistead ME. Arts enrichment and school readiness for children at risk. Early Childhood Research Quarterly. 2010: 25(1): 112-124.

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

Chapman JW, Tunmer WE & Prochnow JE. Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology. 2000: 92(4): 703–708.

Christian K, Morrison FJ & Bryant F. Predicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments. Early Childhood Research Quarterly. 1998: 13(3): 501–521.

Daily S, Burkhauser M & Halle T. A review of school readiness practices in the states: Early learning guidelines and assessments. Child Trends Early Childhood Highlights series. 2010: 1(3).

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

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(2): 780–93.

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.

Grissmer D, Grimm KJ, Aiyer SM, Murrah WM & Steele JS. Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology. 2010: 46(5): 1008.

Hair E, Halle T, Terry-Humen E, Lavelle B & Calkins J. Children’s school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly. 2006: 21(4): 431-454.

Hirsh-Pasek K & Golinkoff RM, Berk LE & Singer DG. 2009. A mandate for playful learning in preschool. Oxford University Press.

Kagan SL, Moore EK & Bredekamp S. Reconsidering children’s early development and learning: Toward common views and vocabulary. National Education Goals Panel. 1995: 95(3).

National Reading Panel (US), National Institute of Child Health, & Human Development (US). 2000. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development.

National Research Council. 2001. Eager to learn: Educating our preschoolers. National Academies Press.

Neuman SB & Roskos K. 2007. Nurturing knowledge: Building a foundation for school success by linking early literacy to math, science, art, and social studies. Scholastic.

Passe AS. 2010. Is everybody ready for kindergarten? A tool kit for preparing children and families. Redleaf Press.

Pretti-Frontczak K. Stop trying to make kids “ready” for kindergarten. Young Exceptional Children. March 2014: 17: 51-53.

Ramey CT & Ramey SL. Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly. 2004: 50: 471–491.

Rimm-Kaufman SE, Pianta RC & Cox MJ. Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly. 2000: 15: 147–166.

Rouse C, Brooks-Gunn J & McLanahan S. School readiness: Closing racial and ethnic gaps: Introducing the issue. Future of Children. 2005: 15(1).

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

Vandivere S, Pitzer L, Halle T & Hair E. 2004. Indicators of early school success and child well-being. Ready Schools Reference Guide. W. K. Kellogg Foundation.

Verdine B, Golinkoff RM, Hirsh-Pasek K & Newcombe N. Finding the missing piece: Blocks, puzzles, and shapes fuel school readiness. Trends in Neuroscience and Education. 2014: 7-13

Webster-Stratton C & Reid MJ. Strengthening social and emotional competence in young children—The foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants & Young Children. April 2004: 17(2): 96-113.

Zur SS & Johnson-Green E. Time to transition: The connection between musical free play and school readiness. Childhood Education. 2008: 84(5): 295-300.

Social and Emotional Well-being

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

Berger A. 2011. Self-Regulation: Brain, cognition, and development. American Psychological Association.

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

Blair C. Self-regulation and school readiness. ERIC Digest. 2003.

Blair C. School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist. February 2002: 57(2): 111-127.

Blair C & Diamond A. Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology. 2002: 20(3): 899-911.

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.

Carlson SM. Social origins of executive function development. New Directions for Child and Adolescent Development. 2009: 123: 87-98.

Duckworth A. 2016. Grit: The power of passion and perseverance. Scribner.

Durlak JA, Weissberg RP, Dymnicki AB, Taylor RD & Schellinger KB. The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. 2011: 82(1): 405–432.

Fox L & Lentini RH. “You got it!” Teaching social and emotional skills. Young Children. November 2006: 1-7.

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

Galinsky E & Gardner N. Skill 3: Communicating. Teaching Young Children. 2016: 9(5): 28-30.

Garon N, Bryson SE & Smith IM. Executive function in preschoolers: a review using an integrative framework. Psychological bulletin. 2008: 134(1): 31.

Goleman D. 1995. Emotional intelligence: Why it can matter more than IQ. Bantam.

Goleman D. 2006. Social intelligence: The new science of human relationships. Bantam.

Goleman D. 2009. Ecological intelligence: How knowing the hidden impacts of what we buy can change everything. Broadway Books.

Gross JJ. Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology. 2002: 39: 281-291.

Hirsh-Pasek K, Golinkoff RM & Singer DG. 2006. Play= learning: How play motivates and enhances children’s cognitive and social-emotional growth. Oxford University Press.

Hutton JS, Phelan K, Horowitz-Kraus T, Dudley J, Altaye M, DeWitt T, Holland SK. Story time turbocharger? Child engagement during shared reading and cerebellar activation and connectivity in preschool-age children listening to stories. Plos one. 2017 May 31: 12(5): e0177398.

Jalongo MR. 2008. Learning to listen, listening to learn. National Association for the Education of Young Children.

Jones DE, Greenberg M & Crowley M. Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health. 2015: 105(11): 2283-2290.

Joseph GE & Strain PS. 2003. Enhancing emotional vocabulary in young children. The Center on Social and Emotional Foundations for Early Learning. University of Illinois at Urbana-Champaign.

Landy S. 2002. Pathways to competence: Encouraging healthy social and emotional development in young children. Brookes.

Lynch TR, Hempel RJ & Dunkley C. Radically open – dialectical behavior therapy for disorders of over-control: Signaling matters. American Journal of Psychotherapy. 2015: 69(2): 141-162.

Matthews G, Zeidner M & Roberts RD. 2005. Emotional intelligence: An elusive ability. Sage.

Meltzer L. 2010. Promoting executive function in the classroom. Guilford Press.

Mendelsohn AL, Cates CB, Weisleder A, Johnson SB, Seery AM, Canfield CF, Huberman HS & Dreyer BP. Reading aloud, play, and social-emotional development. Pediatrics. 2018: 141(5).

Mischel W, Ayduk O, Berman MG, Casey BJ, Gotlib IH, Jonides J, Kross E, Teslovich T, Wilson NL, Zayas V & Shoda Y. ‘Willpower’over the life span: decomposing self-regulation. Social cognitive and affective neuroscience. 2011: 6(2): 252-6.

Miyake A, Friedman NP, Emerson MJ, Witzki AH, Howerter A & Wager TD. The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology. 2000: 41(1): 49-100.

Morgan PL, Farkas G, Wang Y, Hillemeier MM, Oh Y & Maczuga S. Executive function deficits in kindergarten predict repeated academic difficulties across elementary school. Early Childhood Research Quarterly. 2019: 46: 20-32.

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.

O’Conner R, De Feyter J, Carr A, Luo JL & Romm H. A review of the literature on social and emotional learning for students ages 3-8: Outcomes for different student populations and settings (Part 4 of 4). REL 2017-248. Regional Educational Laboratory Mid-Atlantic. February 2017.

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: 112-25.

Posner MI & Rothbart MK. Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology. January 2007: 58: 1-23.

Prairie AP. Supporting sociodramatic play in ways that enhance academic learning. Young Children. May 2013L 68(2): 62-68.

Raver CC & Knitzer J. 2002. Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children. Columbia University Academic Commons.

Raver CC & Zigler EF. Social competence: An untapped dimension in evaluating head start’s success. Early Childhood Research Quarterly. 1997: 12: 363-385.

Rohlf HL, Holl AK, Kirsch F, Krahé B & Elsner B. Longitudinal links between executive function, anger, and aggression in middle childhood. Frontiers in Behavioral Neuroscience. (2018): 12(27): 12.

Salovey P & Mayer JD. Emotional intelligence. Immagination, cognition and personality. 1990: 9: 185-211.

Strain PS & Wiegerink R. The effects of sociodramatic activities on social interaction among behaviorally disordered preschool children. Journal of Special Education. 1976: 10(1): 71-5.

Uribarri A. 2013. The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. CASEL Guide Online.

Webster-Stratton C & Reid MJ. Strengthening social and emotional competence in young children—The foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants & Young Children. April 2004: 17(2): 96-113.

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

Self-Regulation / Executive Function

Aamodt S & Wang S. 2009. Welcome to your brain: Why you lose your car keys but never forget how to drive and other puzzles of everyday behavior. Bloomsbury Publishing.

Ang SY, Lee K, Cheam F, Poon K & Koh J. Updating and working memory training: Immediate improvement, long-term maintenance, and generalizability to non-trained tasks. Journal of Applied Research in Memory and Cognition. 2015: 4: 121–128.

Badegruber B. 2005. 101 life skills games for children: Learning, growing, getting along (ages 6-12). Hunter House.

Barker LA & Morton N. Executive function (s): Conductor, orchestra or symphony? Towards a trans-disciplinary unification of theory and practice across development, in normal and atypical groups. Frontiers in Behavioral Neuroscience. May 2018: 12: 85.

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

Berger A. 2011. Self-Regulation: Brain, cognition, and development. American Psychological Association.

Bernier A, Carlson SM & Whipple N. From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning. Child Development. 2010: 81: 326–339.

Best JR, Miller PH & Naglieri JA. Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences. 2011: 21(4): 327–336.

Bierman KL, Nix RL, Greenberg MT, Blair CB & Domitrovich CE. Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology. 2008: 20(03): 821–843.

Blair C & Diamond A. Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology. 2002: 20(3): 899-911.

Blair C, Ursache A, Greenberg M & Vernon-Feagans L. Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades. Developmental psychology. April 2015: 51(4): 459.

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.

Blair C. Self-regulation and school readiness. ERIC Digest. 2003.

Bodrova E & Leong DJ. 1996. Tools of the mind: The Vygotskian approach to early childhood education. Pearson.

Campos JJ & Stenberg CR. 1981. Perception, appraisal and emotion: The onset of social referencing, in Infant social cognition, M.E. Lamb and L.R. Sherrod, Editors. Erlbaum. p. 273-310.

Chang YK, Tsai YJ, Chen TT & Hung TM. The impacts of coordinative exercise on executive function in kindergarten children: an ERP study. Experimental Brain Research. March 2013: 225(2): 187-96.

Carlson SM. Social origins of executive function development. New Directions for Child and Adolescent Development. 2009: 123: 87-98.

Clements DH & Sarama J. 2019. Executive Function and Early Mathematical Learning Difficulties. International handbook of mathematical learning difficulties. Springer, Cham. p. 755-771.

Dawson P & Guare R. 2009. Smart but scattered: The revolutionary “executive skills” approach to helping kids reach their potential. Guilford Press.

Dawson P & Guare R. Executive skills: The hidden curriculum. Principal Leadership. March 2009: 9(7): 10-4.

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

Diamond A. Activities and programs that improve children’s executive functions. Current directions in psychological science. 2012 Oct;21(5):335-41.

Diamond A & Zelazo, PD. Executive Function. YouTube: Executive function. Mind in the Making, 8 Sept. 2015.

Families and Work Institute.  Brain-building powerhouses: How museums and libraries can strengthen executive function life skills. (2015).

Fisher AV, Godwin KE & Seltman H. Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological science. July 2014: 25(7): 1362-70.

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

Gross JJ. Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology. 2002: 39: 281-291.

Harvey HA & Miller GE. Executive function skills, early mathematics, and vocabulary in head start preschool children. Early Education and Development. April 2017: 28(3): 290-307.

Hazy TE, Frank MJ & O’Reilly RC. Towards an executive without a homunculus: computational models of the prefrontal cortex/basal ganglia system. Philosophical Transactions of the Royal Society B: Biological Sciences. September 2007: 362(1485): 1601-13.

Kochanska G, Coy KC & Murray KT. The development of self‐regulation in the first four years of life. Child development. August 2001: 72(4): 1091-111.

Koo M & Fishbach A. Dynamics of self-regulation: How (un)accomplished goal actions affect motivation. Motivation Science. 2014: 1(S): 73–90.

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.

Lehrer J. “Don’t!.” The secret of self-control. The New Yorker. 2009: 18.

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

Ling DS, Mitchell JR, Diamond A. Is a Positive Human Relationship Key to Whether a Program or Intervention Improves Executive Functions? Poster: Conference: Association for Psychological Science (APS) Annual Convention, Washington, DC, 2019.

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.

Mischel W, Ayduk O, Berman MG, Casey BJ, Gotlib IH, Jonides J, Kross E, Teslovich T, Wilson NL, Zayas V & Shoda Y. ‘Willpower’over the life span: decomposing self-regulation. Social cognitive and affective neuroscience. April 2011: 6(2): 252-6.

Mischel W, Ebbesen EB & Raskoff Zeiss A. Cognitive and attentional mechanisms in delay of gratification. Journal of Personality and Social Psychology. 1972: 21(2): 204–218.

Mischel W. 2014. The marshmallow test: Understanding self-control and how to master it. Random House.

Morgan PL, Farkas G, Wang Y, Hillemeier MM, Oh Y & Maczuga S. Executive function deficits in kindergarten predict repeated academic difficulties across elementary school. Early Childhood Research Quarterly. 2019: 46: 20-32.

Nesbitt KT, Farran DC & Fuhs MW. Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors. Developmental psychology. July 2015: 51(7): 865.

Neuenschwander R, Röthlisberger M, Cimeli P & Roebers CM. How do different aspects of self-regulation predict successful adaptation to school? Journal of experimental child psychology. November 2012: 113(3): 353-71.

Otero TM, Barker LA & Naglieri JA. Executive function treatment and intervention in schools. Applied Neuropsychology: Child. July 2014: 3(3): 205-14.

Posner MI & Rothbart MK. Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology. January 2007: 58: 1-23.

Raver CC, Jones SM, Li‐Grining C, Zhai F, Bub K & Pressler E. CSRP’s impact on low‐income preschoolers’ preacademic skills: self‐regulation as a mediating mechanism. Child development. January 2011: 82(1): 362-78.

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

Raver CC & Zigler EF. Social competence: An untapped dimension in evaluating head start’s success. Early Childhood Research Quarterly. 1997: 12: 363-385.

Razza RP & Raymond K. 2015. Executive functions and school readiness. In S. Robson & S. F. Quinn (Eds.), The

Routledge international handbook of young children’s thinking and understanding. Routledge. p 133-149.

Ruff H & Rothbart M. 1996. Attention in early development: Themes and variations. Oxford University Press.

Seigel D. 1999. The developing mind: Toward a neurobiology of interpersonal experience. Guilford Press.

Shoda Y, Mischel W & Peake PK. Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental psychology. November 1990: 26(6): 978.

Swami S. Executive functions and decision making: A managerial review. IIMB Management Review. December 2013: 25(4): 203-12.

Tominey SL & McClelland MM. Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education & Development. May 2011: 22(3): 489-519.

Weiland C, Barata MC & Yoshikawa H. The co‐occurring development of executive function skills and receptive vocabulary in preschool‐aged children: A look at the direction of the developmental pathways. Infant and Child Development. January 2014: 23(1): 4-21.

Zelazo PD, Müller U, Frye D, Marcovitch S, Argitis G, Boseovski J, Chiang JK, Hongwanishkul D, Schuster BV, Sutherland A & Carlson SM. The development of executive function in early childhood. Monographs of the society for research in child development. 2003: 68(3): i-151.

Zeytinoglu S, Calkins SD & Leerkes EM. Maternal emotional support but not cognitive support during problem-solving predicts increases in cognitive flexibility in early childhood. International journal of behavioral development. 2019: 43(1): 12-23.

Health and Physical Well-being

Clift S, Hancox G, Staricoff R & Whitmore C. 2008. Singing and health: a systematic mapping and review of non-clinical research. Canterbury Canterbury Christ Church University.

Best, J. R.  Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise. Developmental Review, 2010: 30: 331–551.

Forencich F. 2006. Exuberant animal: The power of health, play, and joyful movement. AuthorHouse.

Frederickson B. The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist. 2001: 56: 218-226.

Fredrickson B. What good are positive emotions? Review of general psychology. 1998: 2: 300–319.

Fredrickson BL. Cultivating positive emotions to optimize health and well-being. Prevention & treatment. 2000: 3(1): 1a.

Ginsburg KR. The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics. 2007: 119(1): 182-91.

Greenspan S. 1999. Building healthy minds: The six experiences that create intelligence and emotional growth in babies and young children. Perseus Books.

Jones DE, Greenberg M & Crowley M. Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health. 2015: 105(11): 2283-2290.

Kirk SM, Fuchs W & Kirk EP. Improving preschool literacy skills using physical activity. Research to practice summary. Dialog. 2013: 16(3): 155-59.

Kirk SM, Vizcarra CR, Looney EC & Kirk EP. Using physical activity to teach academic content: a study of the effects on literacy in head start preschoolers. Early Childhood Education Journal. 2014: 42(3): 181-9.

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

Stacy R, Brittain K & Kerr S. Singing for health: An exploration of the issues. Health education. 2002.

Approaches to Learning

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.

Codell ER. 2003. How to get your child to love reading. Algonquin Books of Chapel Hill.

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

Helm JH, Berg SM & Scranton P. 2004. Teaching your child to love learning: A guide to doing projects at home. Teachers College Press.

Hirsch ED & Bevilacqua L. 2008. What your preschooler needs to know: Read-alouds to get ready for kindergarten. Bantam Dell.

Hyson M. 2008. Enthusiastic and engaged learners: Approaches to learning in the early childhood classroom. Teachers College Press.

Institute of Museum and Library Services. 2013. Growing Young Minds. Institute of Museum and Library Services.

National Research Council. 2001. Eager to learn: Educating our preschoolers. National Academies Press.

Vitiello VE, Greenfield DB, Munis P & George JL. Cognitive flexibility, approaches to learning, and academic school readiness in Head Start preschool children. Early Education & Development. 2011: 22(3): 388-410.

Language Development

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

Cass-Beggs B. 1986. Your child needs music. Frederick Harris Music co.

Crain-Thoreson C & Dale PS. Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy. Developmental psychology. 1992: 28(3): 421-429.

Gilkerson J, Richards JA, Warren SF, Oller DK, Russo R & Vohr B. Language experience in the second year of life and language outcomes in late childhood. Pediatrics. 2018: 142(4).

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.

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, Core C, Place S, Rumiche R, Señor M & Parra M. Dual language exposure and early bilingual development. Journal of Child Language: 2012: 39(1): 1–27.

Konishi H, Kanero J, Freeman MR, Golinkoff RM & Hirsh-Pasek K. Six principles of language development: Implications for second language learners. Developmental Neuropsychology. 2014: 39(5): 404-420.

Kuhl PK. Learning and representation in speech and language. Current opinion in neurobiology. 1994: 4(6): 812-822.

Kuhl PK, Tsao FM & Liu HM. Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences. 2003: 100(15): 9096–9101.

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

Mendelsohn AL, Cates CB, Weisleder A, Johnson SB, Seery AM, Canfield CF, Huberman HS & Dreyer BP. Reading aloud, play, and social-emotional development. Pediatrics. 2018: 141(5).

Ninio A & Bruner J. The achievement and antecedents of labelling. Journal of Child Language. 1978: 5: 1–15.

Parish-Morris J, Golinkoff RM & Hirsh-Pasek K. From coo to code: Language acquisition in early childhood. In P. Zelazo (Ed.). The Oxford handbook of developmental psychology. 2013: 867–908.

Ribot KM, Hoff E & Burridge A. Language use contributes to expressive language growth: Evidence from bilingual children. Child Development. 2018: 89(3): 929-40.

Roseberry S, Hirsh‐Pasek K & Golinkoff RM. Skype me! Socially contingent interactions help toddlers learn language. Child development. 2014: 85(3): 956-970.

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

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.

Vivas E. Effects of story reading on language. Language learning. 1996: 46(2): 189-216.

Wasik BA & Bond MA. Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology. 2001: 93: 243-250.

Weisberg D, Zosh J, Hirsh-Pasek K, Golinkoff RM. “Talking it up:” Play, language development and the role of adult support. American Journal of Play. 2013: 6: 39-54.

Weisleder A & Fernald A. Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science. 2013: 24(11): 2143-2152.

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

Zimmermann S & Hutchins C. 2003. 7 keys to comprehension: How to help your kids read it and get it! Three Rivers Press.

Reading & Writing / Letter Knowledge

Burns MS, Griffin P & Snow CE. 1999. Starting out right: A guide to promoting children’s reading success. Specific recommendations from America’s leading researchers on how to help children become successful readers. National Academy Press.

Herman PA. The effect of repeated readings on reading rate, speech pauses, and word recognition accuracy. Reading Research Quarterly. 1985: 20(5): 553-65.

Hirsch ED & Bevilacqua L. 2008. What your preschooler needs to know: Read-alouds to get ready for kindergarten. Bantam Dell.

Hirsh-Pasek K & Golinkoff RM. 2007. Celebrate the scribble: Appreciating children’s art. Crayola Beginnings.

Juel C, Biancarosa G, Coker D & Deffes R. Walking with rosie: A cautionary tale of early reading instruction. Educational Leadership. April 2003: 60(7): 12-18.

Juel C. Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology. 1988: 80(4): 437–447.

Justice L & Pences KL. 2005. Scaffolding with storybooks: A guide for enhancing young children’s language and literacy achievement. International Reading Association.

Kamhi A & Laing S. The path to reading success or reading failure: A choice for the new millennium. In J. Harris, A.

Kamhi, & K. Pollock (Eds.), Literacy in African-American Communities. 2001: 127-146.

Linder TW. 1999. Read, Play, and Learn! Storybook Activities for Young Children: Teacher’s Guide. Paul H. Brookes.

Mol SE, Bus AG & De Jong MT. Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research. 2009: 79(2): 979-1007.

National Reading Panel (US), National Institute of Child Health, & Human Development (US). 2000. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development.

National Research Council. 1998. Preventing reading difficulties in young children. National Academies Press.

Schickendanz JA. Much more than ABCs: The early stages of reading. Child Development. 1999.

Schickendanz JA. 1999. Much More Than ABCs: The Early Stages of Reading and Writing. National Association for the Education of Young Children.

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.

Snow CE, Burns MS & Griffin P, eds. 1998. Preventing reading difficulties in young children. National Research Council. National Academy Press.

Conversational Duets

Bloom K. Evaluation of infant vocal conditioning. Journal of experimental child psychology. 1979: Feb 1;27(1): 60-70.

Center on the Developing Child at Harvard University. “Serve and Return Guide: How Interaction with Children Can Build Brains.” https://developingchild.harvard.edu/guide/a-guide-to-serve-and-return-how-your-interaction-with-children-can-build-brains/.

Compton KC. “The Ooh-and-Coo Duet of Babies’ Language Learning.” Early Learning Nation March 6, 2020, https://earlylearningnation.com/2020/03/the-ooh-and-coo-duet-of-babies-language-learning/

Connell CM, Prinz RJ. 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: 17719

Falk J. The conversational duet. In: Annual Meeting of the Berkeley Linguistics Society. 1980 Oct 20:6: 507-514.

Gilkerson J,  Richards JA,  Warren SF, Oller DK, Russo R, and Vohr B. Language experience in the second year of life and language outcomes in late childhood. Pediatrics 2018: 142(4).

Golinkoff RM, Can DD, Soderstrom M, andHirsh-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.

Golinkoff RM, Hoff E, Rowe ML, Tamis‐LeMonda CS, Hirsh‐Pasek K. Language matters: Denying the existence of the 30‐million‐word gap has serious consequences. Child development. 2019: May;90(3):985-92.

Gómez E and Strasser K. Language and socioemotional development in early childhood: The role of conversational turns.” Developmental Science (2021): e13109.

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: May 19;55(4): 338-45.

Honig AS. “Essentials for excellence in quality early child care.” Early Child Development and Care (2021): 1-12.

Kaplan  PS, Bachorowski J, Smoski MJ, and Hudenko WJ. Infants of depressed mothers, although competent learners, fail to learn in response to their own mothers’ infant-directed speech. Psychological Science. 2002: 13(3): 268-271.

Levinson SC. Turn-taking in human communication – Origins and implications for language processing. Trends in Cognitive Sciences. 2016:20: 6–14.

Ramírez-Esparza N, García-Sierra A, Kuhl P. K.  Look who’s talking: Speech style and social context in language input to infants are linked to concurrent and future speech developmentDevelopmental Science. 2014:17: 880–891. [PMC free article] [PubMed]

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

Roberts MY, Kaiser AP. The effectiveness of parent-implemented language interventions: A meta-analysisAmerican Journal of Speech-Language Pathology. 2011:20: 180–199:. [PubMed]

Romeo RR, Leonard JA, Robinson ST, West MR, Mackey AP,  Rowe ML, and Gabrieli JDE. Beyond the 30-million-word gap: Children’s conversational exposure is associated with language-related brain function.” Psychological science. 2018: 29(5): 700-710.

Romeo RR, Segaran J, Leonard JA, , Robinson ST, West MR, Mackey AP, Yendiki A, Rowe ML, and Gabrieli JDE. Language exposure relates to structural neural connectivity in childhood. Journal of Neuroscience 2018:38(36): 7870-7877.

Wagner L, Lakusta L. Using language to navigate the infant mind. Perspectives on Psychological Science. 2009: Mar;4(2):177-84.

Weisleder A, Fernald A. Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science. 2013:24: 2143–2152. [PMC free article]

General Knowledge & STEM

Falk JH, Pruitt II RL, Rosenberg KS & Katz TA. 1996. Bubble monster and other science fun. Chicago Review Press.

Fisher K, Hirsh-Pasek K, Newcombe N & Golinkoff RM. Taking shape: Supporting preschoolers’ acquisition of geometric knowledge. Child Development. November/December 2013: 84(6): 1872-1878.

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

LeFevre JA, Fast L, Skwarchuk SL, Smith‐Chant BL, Bisanz J, Kamawar D & Penner‐Wilger M. Pathways to mathematics: Longitudinal predictors of performance. Child development. 2010: 81(6): 1753-67.

Needham A, Dueker G & Lockhead G. Infants’ formation and use of categories to segregate objects. Cognition. 2005: 94(3): 215-240.

Phillips BM & Morse EE. Family child care learning environments: Caregiver knowledge and practices related to early literacy and mathematics. Early Childhood Education Journal. 2011: 39(3): 213-22.

Priebe SJ, Keenan JM & Miller AC. How prior knowledge affects word identification and comprehension. Reading and writing. 2012: 25(1): 131-49.

Sarama J & Clements DH. Building blocks and cognitive building blocks: Playing to know the world mathematically. American Journal of Play. 2009: 1(3): 313-337.

Sharapan H. From STEM to STEAM: How early childhood educators can apply Fred Rogers’ approach. Young Children. 2012: 67(1): 36-40.

Suskind D, Suskind B & Lewinter-Suskind L. 2015. Thirty million words: Building a child’s brain. Dutton.

Math

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.

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.

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.

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Essential Components for an Early Literacy Program

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Repetition

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Ritual

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A Fun, Positive Environment

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Play

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Stout H. (2021, January 23). “Effort to Restore Children’s Play Gains Momentum.” New York Times. https://www.nytimes.com/2011/01/06/garden/06play.html

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

Van Hoorn JL. 2015. Play at the center of the curriculum. Pearson Higher Education.

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.

Vogt F, Hauser B, Stebler R, Rechsteiner K & Urech C. Learning through play–pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal. 2018: 26(4): 589-603

Vygotsky LS. 1978. Mind in society. Harvard University Press.

Wasik BA & Bond MA. Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of educational psychology. 2001: 93(2): 243-250.

Weisberg D, Zosh J, Hirsh-Pasek K, Golinkoff RM. “Talking it up:” Play, language development and the role of adult support. American Journal of Play. 2013: 6: 39-54.

Weisberg DS, Hirsh‐Pasek K & Golinkoff RM. Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education. 2013: 7(2): 104-112.

Weisberg DS, Kittredge AK, Hirsh-Pasek K, Golinkoff RM & Klahr D. Making play work for education. Phi Delta Kappan. 2015: 96(8): 8-13.

Weisberg DS. Pretend play. Wiley Interdisciplinary Reviews: Cognitive Science. 2015: 6(3): 249-261

Wolfgang CH, Mackender B & Wolfgang ME. 1981. Growing & learning through play. McGraw-Hill.

Yogman M, Garner A, Hutchinson J, Hirsh-Pasek K, Golinkoff RM & Committee on psychosocial aspects of child and family health. The power of play: A pediatri

Zero to Three. (2021, January 31). “Go Play!” https://www.zerotothree.org/espanol/play

Zigler EF, Singer DG & Bishop-Josef SJ. 2004. Children’s play: The roots of reading. Zero to Three Press.

Zosh JM, Reed J, Michnick GR & Hirsh-Pasek K. 2014. Play and its Role in Language Development. In Patricia JB & Vera K. Encyclopedia of language development. Sage Publications.

Movement

Alcock KJ & Krawczyk K. Individual differences in language development: relationship with motor skill at 21 months. Developmental science. 2010: 13(5): 677–6

Barlin A & Barlin P. 1971. The art of learning through movement: Barlin method of instruction. Ward Ritchie Press.

Barlin AL, Gluckson R & Taylor M. 1979. Teaching your wings to fly: The nonspecialist’s guide to movement activities for young children. Scott Foresman & Company.

Barlin AL. 1979. Teaching your wings to fly: The nonspecialist’s guide to movement activities for young children. Goodyear Publishing Company, Inc.

Bunketorp KL, Malmgren H, Olsson E, Lindén T & Nilsson M. Effects of a curricular physical activity intervention on children’s school performance, wellness, and brain development. Journal of school health. 2015: 85(10): 704-713.

Campos JJ, Bertenthal BI & Kermoian R. Early experience and emotional development. Psychol. 1992: 3:1–64

Carlson FM. 2011. Big Body Play: Why boisterous, vigorous, and very physical play is essential to children’s development and learning. National Association for the Education of Young Children.

Carson J. 2018. Get your community moving: Physical literacy programs for all ages. ALA Editions.

Chronopoulou E & Vassiliki R. The contribution of music and movement activities to creative thinking in pre-school children. Creative Education. 2012: 3(2): 196-204.

Dennison P & Dennison G. 1988. Brain gym: Teachers edition. Edu – Kinesthetics Inc.

Dennison PE & Dennison GE. 1992. Brain gym: Simple activities for whole brain learning. Edu Kinestheics.

Forencich F. 2006. Exuberant animal: The power of health, play, and joyful movement. AuthorHouse.

Freeman J. 1990. Books kids will sit still for: The complete read-aloud guide. Bowker.

Frick A & Möhring W. A matter of balance: motor control is related to children’s spatial and proportional reasoning skills. Frontiers in Psychology. 2016: 12:(6).

Gunderson EA, Ramirez G, Beilock SL & Levine SC. The relation between spatial skill and early number knowledge: the role of the linear number line. Developmental psychology. 2012: 48(5): 1229–1241.

Hannaford C. 1995. Smart moves: Why learning is not all in your head. Great Ocean Publishers.18-23.

Healy JM. Different Learners: Why Music and Movement are brain food for every child. Perspectives: Journal of the early childhood music & movement association. 2010: 5(1): 9-13.

Hemple KM, Batey JJ & Hartle LC. Music Play. Teaching young children. 2008: 1(2): 10–12.

Kerr R & Booth B. Specific and varied practice of motor skill. Perceptual and motor skills. 1978: 46(2): 395-401.

Libertus K & Landa RJ. Scaffolded reaching experiences encourage grasping activity in infants at high risk for autism. Frontiers in Psychology. 2014: 5(1071).

Libertus K & Needham A. Encouragement is nothing without control: factors influencing the development of reaching and face preference. Journal of Motor Learning and Development. 2014: 2(1): 16-27.

Libertus K & Needham A. Reaching experience increases face preference in 3‐month‐old infants. Developmental Science. 2011: 14(6): 1355-1364.

Libertus K & Needham A. Teach to reach: The effects of active vs. passive reaching experiences on action and perception. Vision Research. 2010: 50(24): 2750-2757.

Libertus K & Violi DA. Sit to talk: relation between motor skills and language development in infancy. Frontiers in Psychology. 2016: 7(475): 1-8.

Libertus K, Sheperd KA, Ross SW & Landa RJ. Limited fine motor and grasping skills in 6‐month‐old infants at high risk for autism. Child Development. 2014: 85(6): 2218-2231.

Lockhart S. Active learning for infants and toddlers. ReSource. 2011: 30(1).

Oudgenoeg-Paz O, Volman MCJ & Leseman PP. Attainment of sitting and walking predicts development of productive vocabulary between ages 16 and 28 months. Infant Behavior and Development. 2012: 35(4): 733-736.

Pica R. 2001. Wiggle, giggle and shake. Gryphon House.

Pohl P, Carlsson G, Bunketorp Käll L, Nilsson M & Blomstrand C. Experiences from a multimodal rhythm and music-based rehabilitation program in late phase of stroke recovery – A qualitative study. PloS One. 2018: 13(9).

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

Ratey JJ. 2008. Spark: The revolutionary new science of exercise and the brain. Little, Brown Spark.

Robinson SR, Kleven GA. 2005. Learning to move before birth. In: Hopkins B & Johnson SP. 2005. Prenatal development of postnatal functions. Praeger, 131- 175.

Roe P. 2001. Wiggle, Giggle and Shake. Gryphon House.

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

Music

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.

Alvarez-Buylla A, Theelen M, & Nottebohm F. Birth of projection neurons in the higher vocal center of the canary

forebrain before, during, and after song learning. Proceedings of the National Academy of Sciences. 1988: 85(22):8722-8726.

Arnon S, Shapsa A, Forman L, Regev R, Bauer S, Litmanovitz I & Dolfin T. Live music is beneficial to preterm infants in the neonatal intensive care unit environment. Birth. 2006: 33(2): 131-136.

Auerbach C & Delport AC. Developing mindfulness in children through participation in music activities. South African Journal of Childhood Education. 2018: 8(1): 1-7.

Bradt J, Dileo C, Magill L & Teague A. Music interventions for improving psychological and physical outcomes in cancer patients. Cochrane Database of Systematic Reviews. 2016 (8).

Cass-Beggs B. “The Need for a Musical Environment During Babyhood.” Journal – Association for the Care of Children’s Health. 1981: 9(4): 132-135.

Cass-Beggs B. 1974. To listen, to like, to learn. Peter Martin Associates.

Cass-Beggs B. 1978. Your Baby Needs Music. Douglas & McIntyre.

Cass-Beggs B. 1986. Your Child Needs Music. The Frederick Harris Music Co.

Cass-Beggs B. 1990. How music is first introduced. In Proceedings of the 19th World Conference of the International Society for Music Education, Helsinki, Finland.

Cass-Beggs B. How music is first introduced. Ostinato. January 1991: 17: 120-121.

Cass-Beggs B. The need for a musical environment during babyhood. Journal of the Association for the Care of Children’s Health. 1981: 9(4): 132-135.

Chronopoulou E & Riga V. Τhe contribution of music and movement activities to creative thinking in pre-school children. Creative Education. 2012: 3(02): 196.

Cooper S & Cardany A. Making connections: Promoting music making in the home through a preschool music program. General Music Today. 2008: 22(1): 4-12.

Diamant-Cohen B & Stellacio C. Do a duet: Partnering for programming. Public Libraries. 2008: 47(6): 11-14.

Dunleavy D. 2001. The kids can press jumbo book of music. Kids Can Press.

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.

English W. 1979. Brain research and music. Conference in C.M.E.A. Vancouver, B.C, Canada.

Fallin J, Horton S, Bennett,SV & Taylor D. Let’s Play! Infusing music in early childhood learning. Perspectives: Journal of the Early Childhood Music & Movement Association. 2010: 5(1): 14-17.

Feierabend JM. 2003. The book of echo songs (First Steps in Music Series). GIA Publications.

Feierabend JM. 2003. The book of finger plays & action songs (First Steps in Music Series). GIA Publications.

Feierabend JM. 2004. The book of songs and rhymes with beat motions. GIA Publications.

Fink C & Marcy M. (2021, February 7). “10 Ways babies learn when we sing to them!”. https://www.naeyc.org/our-work/families/10-ways-babies-learn-sing-to-them

Freeman J. 1997. Hi ho librario! songs, chants, and stories to keep kids humming. Rock Hill Press.

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.

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

Gilboa A. The dual nature of the womb and its implications for music therapy. Nordic Journal of Music Therapy. 2014:23(3): 242-262.

Goldbeck L & Ellerkamp T. A randomized controlled trial of multimodal music therapy for children with anxiety disorders. Journal of Music Therapy. 2012: 49(4): 395-413.

Haas R & Brandes V. 2010. Music that works: Contributions of biology, neurophysiology, psychology, sociology, medicine and musicology. Springer Science & Business Media.

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

Haines BJE & Gerber LL. 1996. Leading young children to music. Pearson

Healy JM. Different learners: Why music and movement are brain food for every child. Journal of the Early Childhood Music & Movement Association. 2010: 5(1): 9-13.

Hemple KM, Batey JJ & Hartle LC. Music play. Teaching Young Children. 2008: 1(2): 10–12.

Hodges DA. 2004. Musicality from birth to five. International Foundation for Music Research.

Hodges DA. Musicality from birth to five. International Foundation for Music Research. 2002: 1(1).

Husain G, Thompson WF & Schellenberg EG. Effects of musical tempo and mode on arousal, mood and spatial abilities. Music Perception. 2002: 20: 151-171.

Huss M, Verney JP, Fosker T, Mead N & Goswami U. Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex. 2011: 47: 674–689.

Jalongo MR. 2008. Learning to listen, listening to learn. National Association for the Education of Young Children.

Jensen E. 2000. Music with the brain in mind. The Brain Store.

Jersild AT & Bienstock SF. 1935. Development of rhythm in young children. Teachers College, Columbia University.

Kirkpatrick WC. 1979. Relationships between the singing ability of prekindergarten children and their home musical environment. UMI Dissertation Services.

Koops LH. Creating music play zones for children. Perspectives: Journal of the Early Childhood and Movement Association. 2012: 7(3-4): 9-15.

Korup D. 2002. Tao Te Drum: Eastern drumming for the western drummer. Drumfest Productions.

Lerner C & Ciervo LA. Getting in tune: The powerful influence of music on young children’s development. Zero to Three. 2002

Levitan DJ. (2021, February 19). “In search of the musical mind.” Dana Foundation: Cerebrum. https://dana.org/article/in-search-of-the-musical-mind/

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.

Love A & Burns MS. “It’s a hurricane! it’s a hurricane!”: Can music facilitate social constructive and sociodramatic play in a preschool classroom?. The Journal of genetic psychology. 2006:167(4): 383-391.

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.

Parlakian R. Beyond twinkle, twinkle: Using music with infants and toddlers. YC Young Children. 2010

Partanen E, Kujala T, Tervaniemi M & Huotilainen M. Prenatal music exposure induces long-term neural effects. PloS one. 2013: 8(10): e78946.

Pereira CS, Teixeira J, Figueiredo P, Xavier J, Castro SL & Brattico E. Music and emotions in the brain: familiarity matters. PloS one. 2011: 6(11).

Rauscher FH, Shaw GL & Ky KN. Music and spatial task performance. Nature. 1993: 365: 611.

Register D. Examining the relationship between family-reported literacy behaviors, early literacy skill measures, and engagement in early childhood music groups. Perspectives: Journal of the Early Childhood Music & Movement Association. 2012: 7(1): 16-24.

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

Reilly N, Turner G, Taouk J & Austin MP. ‘Singing with your baby’: an evaluation of group singing sessions for women admitted to a specialist mother-baby unit. Archives of Women’s Mental Health. 2019: 22(1): 123-127.

Reynolds AM, Burton SL. Serve and return: Communication foundations for early childhood music policy stakeholders. Arts Education Policy Review. 2017: 118(3): 140-53.

Silberg J. 1998. The I can’t sing book for grownups who can’t carry a tune in a paper bag…But want to do music with young children. Gryphon House.

Stamou L, Evaggelou F, Stamou V, Diamanti E & Loewy JV. The effects of live singing on the biophysiological functions of preterm infants hospitalized in a Neonatal Intensive Care Unit in Greece: A pilot study. Music and Medicine. 2020: 12(2): 109-121.

Temmerman N. An investigation of the music activity preferences of pre-school children. British Journal of Music Education. 2000: 17(1): 51-60.

Thompson WF, Schellenberg EG & Husain G. Arousal, mood and the Mozart effect. Psychological Science in the Public Interest. 2001: (12): 248-251.

Wadsworth O. 1992. Over in the meadow: An old counting rhyme. Scholastic.

Wilcox E. Straight talk about music and brain research. Teaching Music. 1999: 7(3) 29-35.

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

Zhao TC & Kuhl PK. Musical intervention enhances infants’ neural processing of temporal structure in music and speech. Proceedings of the National Academy

Zur SS & Johnson-Green E. Time to transition: The connection between musical free play and school readiness. Childhood Education. 2008: 84(5): 295-300.

Lullabies and the Need for Stress Reduction

Baker F & Mackinlay E. Sing, soothe and sleep: A lullaby education programme for first-time mothers. British Journal of Music Education. 2006: 23(2): 147-160.

Bargiel M. Lullabies and play songs: Theoretical considerations for an early attachment music therapy intervention through parental singing for developmentally at-risk infants. In Voices: A world forum for music therapy. 2004

Bartlett JD, Smith S & Bringewatt E. Helping young children who have experienced trauma: Policies and strategies for early care and education. Child Trends. 2017.

Bonnár L. 2014. Life and lullabies: Exploring the basis of meaningfulness in parents’ lullaby singing (Unpublished doctoral dissertation). Norges Musikhogskole.

Butzer B, Bury D, Telles S & Khalsa SBS. “Implementing yoga within the school curriculum: A scientific rationale for improving social-emotional learning and positive student outcomes.” Journal of Children’s Services. 2016: 11(1): 3-24.

Cass-Beggs B. 1978. Your baby needs music. Douglas & McIntyre.

Corbeil M, Trehub SE & Peretz I. Singing delays the onset of infant distress. Infancy. 2016: 21(3): 373-391.

Honig A. The language of lullabies. Young Children. September 2005: 60(5).

Kestenbaum MRGR & Mangelsdorf S. Stress and coping in early development. In the emergence of a discipline: Rochester symposium on developmental psychopathology. Psychology Press.

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.

MacKinlay E & Baker F. Nurturing herself, nurturing her baby: Creating positive experiences for first-time mothers through lullaby singing. Women and Music: A Journal of Gender and Culture. 2005: 9: 69-89.

McCracken JB. 1986. Reducing stress in young children’s lives. National Association for the Education of Young Children.

Meaney MJ. Maternal care, gene expression, and the transmission of individual differences in stress reactivity across generations. Annual Review of Neuroscience. 2001: 24(1): 1161-1192.

National scientific council on the developing child. Excessive stress disrupts the architecture of the developing brain. Working Paper No, 3. 2005.

Unyk AM, Trehub SE, Trainor LJ & Schellenberg EG. Lullabies and simplicity: A cross-cultural perspective. Psychology of Music. 1992: 20(1): 15-28.

Carolan M, Barry M, Gamble M, Turner K & Mascareñas O. The limerick lullaby project: an intervention to relieve prenatal stress. Midwifery. 2012: 28(2): 173-180.

The Arts

Bea JH. Learning to teach visual arts in an early childhood classroom: The teacher’s role as a guide. Early Childhood Education Journal. 2004.

Brown E, Benedett B & Armistead ME. Arts enrichment and school readiness for children at risk. Early Childhood Research Quarterly. 2010: 25(1): 112-124.

Coles R. Interview. How to look at a mountain. Artforum 1993: 92(3): 92-99.

Diamant-Cohen B & Valakos D. Promoting visual literacy using the Mother Goose on the Loose program. Public Libraries. 2007: 46(2): 47-54.

Edmonds E & Candy L. Creativity, art practice, and knowledge. Communications of the ACM. 2002: 91-95.

Epstein AS. Thinking about art: Encouraging art appreciation in early childhood settings. Young Children. 2001: 56 (3): 38–43.

Hirsh-Pasek K & Golinkoff RM. 2007. Celebrate the scribble: Appreciating children’s art. Crayola Beginnings.

Salmon AK. Tools to enhance young children’s thinking. Young Children. 2010: 65(5): 26-31.

Wallace M. 2002. I can make that!: Fantastic crafts for kids. Maple Leaf Press.

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.

Family & Community Engagement

Dunst CJ & Bruder MB. Increasing children’s learning opportunities in the context of family and community life. Children’s learning opportunities report. 1999: 1(1).

Goleman D. 2009. Ecological intelligence: How knowing the hidden impacts of what we buy can change everything. Broadway Books.

Johnson DW. Breaking the cycle: The role of libraries in family literacy. Reading Quarterly. Spring 1993: 32(3): 318-22.

Simon F & Nixon G. The untapped opportunity of families as collaborators: Taking inspiration from New Zealand. Exchange. 2018: 40:6: 20-24.

Sonnenschein S & Sawyer B. 2018. Academic socialization of young black and latino children: Building on family strengths. Springer International Publishing.

Van Voorhis FL, Maier M, Epstein JL & Lloyd CM. The Impact of family involvement on the education of children ages 3 to 8: A focus on literacy and math achievement outcomes and social-emotional skills. MDRC. 2013

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.

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Jenkins CA. The history of youth services librarianship: A review of the research literature. Libraries & Culture. Winter 2000: 35(1): 103-140.

Johnson JA & Johnson TA. 2006. Do-it-yourself early learning: Easy and fun activities and toys from everyday home center materials. Red Leaf Press.

Jones T. 1989. Library programs for children. McFarland & Co.

Justice L & Pences KL. 2005. Scaffolding with storybooks: A guide for enhancing young children’s language and literacy achievement. International Reading Association.

Lambert M. Gutter talk and more: Picturebook paratexts, illustration, and design at storytime. Children and Libraries. 2010: 8(3): 36-46.

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.

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.

 

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.

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].

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.

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.

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

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. 2010. Language fun storytime: Serving children with speech and language delays. Children’s services: Partnerships for success. 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.

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.

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

Kleindorfer S & Robertson J. Learning before birth. Australasian Science. 2013: 34(9): 27-32.

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

McHenry JD & Buerk KJ. Infants and toddlers meet the natural world. Young Children. 2008: 63(1): 40.

McMullen MB, Addleman JM, Fulford AM, Moore SL, Mooney SJ, Sisk SS & Zachariah J. Learning to be me while coming to understand we encouraging prosocial babies in group settings. YC Young Children. 2009: 64(4): 20-28.

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.

Washington V & Andrews JD, eds. 1998. Children of 2010. National Association for the Education of Young Children.

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 stressInnovations in Clinical Neuroscience10(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 planningPerspectives on Language and Learning Education19, 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.

Ben-Porath Y. The production of human capital and the life cycle of earnings. Journal of political economy. 1967: 75(4, Part 1): 352-365.

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

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 gapPsychological 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 backgroundsJournal of Child Psychology and Psychiatry. 2017: 58: 1122–1131. [PubMed]  

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

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 & 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 & 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.

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

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

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.

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 lifeDevelopmental 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 factorsDevelopmental 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 childrenNeuroImage. 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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

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.

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.

Olischar M, Shoemark H, Holton T, Weninger M & Hunt RW. The influence of music on aEEG activity in neurologically healthy newborns≥ 32 weeks’ gestational age. Acta Paediatrica. 2011: 100(5): 670-675.

Pineda RG, Neil J, Dierker D, Smyser CD, Wallendorf M, Kidokoro H & Inder T. Alterations in brain structure and neurodevelopmental outcome in preterm infants hospitalized in different neonatal intensive care unit environments. The Journal of pediatrics. 2014: 164(1): 52-60.

Riling, A. F. 2019. Sing with Me: A survey to guide development of An In-Home developmental curriculum for premature Infants Post-Discharge from a neonatal intensive care unit. [Master´s Thesis, The Florida State University]. Diginole.

Roa E & Ettenberger M. Music therapy self-care group for parents of preterm infants in the Neonatal Intensive Care Unit: A clinical pilot intervention. Medicines. 2018: 5(4): 134.

Shanty L, Dowling R, Sonnenschein S & Hussey-Gardner B. Evaluation of an early language and literacy program for parents of infants in the NICU. Neonatal Network. 2019: 38(4): 206-216.

Stamou L, Evaggelou F, Stamou V, Diamanti E & Loewy JV. The effects of live singing on the biophysiological functions of preterm infants hospitalized in a Neonatal Intensive Care Unit in Greece: A pilot study. Music and Medicine. 2020: 12(2): 109-121.

Standley J. Music therapy research in the NICU: an updated meta-analysis. Neonatal Network. 2012: 31(5): 311-316.

Standley JM. Premature infants: Perspectives on NICU-MT practice. Voices: A World Forum for Music Therapy. 2014: 14(2).

Ward K. Perceived needs of parents of critically ill infants in a neonatal intensive care unit (NICU). Pediatric nursing. 2001: 27(3): 281.

Zhao TC & Kuhl PK. Musical intervention enhances infants’ neural processing of temporal structure in music and speech. Proceedings of the National Academy of Sciences. 2016: 113(19): 5212-5217.

Zimmerman E. Do infants born very premature and who have very low birth weight catch up with their full term peers in their language abilities by early school age?. Journal of Speech, Language, and Hearing Research. 2018: 61(1): 53-65.

Hatchlings

American Academy of Pediatrics. Bringing Baby Home: How to Prepare for the Arrival of Your Newborn. 11/2/2009.

Ben-Joseph EP, reviewer.  A Guide for First-Time Parents. Nemours Foundation. 2018.

Consumer Product Safety Commission.

Gavin, ML, reviewer. Communication and Your Newborn.  2019.

Mayo Foundation for Medical Education and Research. Newborn Care: 10 Tips for Stressed-Out Parents.  2020.

 Also in Spanish

Toxic Stress

Franke HA. Toxic stress: Effects, prevention and treatment. Children (Basel). 2014: 1(3): 390–402.

Mindfulness & Relaxation

Benson H & Klipper MZ. 1975. The relaxation response. Morrow.

Burke CA. Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of child and family studies. 2010: 19(2), 133-144.

Carolan M, Barry M, Gamble M, Turner K & Mascareñas O. The limerick lullaby project: an intervention to relieve prenatal stress. Midwifery. 2012: 28(2): 173-180.

Emmons RA, Froh J & Rose R. Gratitude. In M. W. Gallagher & S. J. Lopez (Eds.), Positive psychological assessment: A handbook of models and measures. 2019 : 317–332.

Emmons RA. 2007. Thanks!: How the new science of gratitude can make you happier. Houghton Mifflin Harcourt.

Greenberg MT & Harris AR. Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives. 2012: 6(2): 161-166.

Scherrer K. 2017. Stories, Songs, and Stretches!: Creating playful storytimes with yoga and movement. ALA Editions.

McCracken JB (ed.) 1986. Reducing stress in young children’s lives. National Association for the Education of Young Children.

Meaney MJ. Maternal care, gene expression, and the transmission of individual differences in stress reactivity across generations. Annual Review of Neuroscience. 2001: 24: 1161-1192.

Ng MY & Wong WS. The differential effects of gratitude and sleep on psychological distress in patients with chronic pain. Journal of health psychology. 2013: 18(2): 263-271.

Tsang JA. BRIEF REPORT Gratitude and prosocial behaviour: An experimental test of gratitude. Cognition & Emotion. 2006: 20(1): 138-148.

The State of Education Today

Bassok D, Latham S & Rorem A. Is kindergarten the new first grade?. AERA open. 2016: 2(1) 1-31.