Supporting Research

Social Emotional Tools for Life Reference List

• Albrecht, K., & Miller, L.G. (2000). Innovations: The comprehensive infant curriculum. Lewisville, NC: Gryphon House.
• Albrecht, K., & Miller, L.G. (2000). Innovations: The comprehensive toddler curriculum. Lewisville, NC: Gryphon House.
• Albrecht, K., & Miller, L.G. (2004). Innovations: The comprehensive preschool curriculum. Lewisville, NC: Gryphon House.
• Albrecht, K., & Miller, L.G. (2001). Innovations: Infant and toddler development. Lewisville, NC: Gryphon House.
• American Heritage Dictionary of the English Language (4th ed.). (2009). Boston, MA: Houghton Mifflin Company.
• Banghart, P., & Susman-Stillman, A. (2008). Demographics of family, friend, and neighbor child care in the United States National Center for Children in Poverty. Retrieved from http://www.nccp.org/publications/pub_835.html.
• Beaty, J.J. (2013). Observing development of the young child (8th ed.). Upper Saddle River, NJ: Pearson.
• Berk, L.E. (1994). Vygotsky’s theory: The importance of make-believe play. Young Children, 50 (1), 30-39.
• Birkmeayer, J., Kennedy, A., & Stonehouse, A. (2008). From lullabies to literature: Stories in the lives of infants and toddlers. Washington, DC: National Association for the Education of Young Children (NAEYC). 
• Brazelton, T.B. (1992). Touchpoints: The essential reference guide – Your child’s emotional and behavioral development.  Reading, MA:  Addison-Wesley Publishing Co.
• Brazelton, T.B., & S.I. Greenspan. (2000). The irreducible needs of children: What every child must have to grow, learn, and flourish. Cambridge, MA: Perseus Publishing.
• Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation. Upper Saddle River, NJ: Pearson.
• Bronfenbrenner, U. (1992). Ecological systems theory. Cambridge, MA: Harvard University Press.
• Carlson-Paige, N. (2008). Taking back childhood. New York: Hudson Street Press.
• Cassidy J., Kirsch, S., Scolton, K.L., & Parke, R.D. (1996). Attachment and representations of peer relationships. Developmental Psychology, 32, 892-904.
• Chess, S., & Thomas, A. (1987). Know your child. New York: Basic Books.
• Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8 (3rd ed). Washington, DC: National Association for the Education of Young Children (NAEYC). 
• Cox, C., & Galdo, L. (1990). Multicultural literature: Mirrors and windows on a global community. The Reading Teacher, 43(8), 582-589.
• Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2010). Randomized, controlled trial of an intervention or toddlers with autism: The early start Denver model.  Pediatrics, 125(1), 17-23. doi: 10.1542/peds.2009-0958
• Edwards, C., Gandini, L., & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio experience in transformation (3rd ed.). Santa Barbara, CA: Praeger.
• Elias, C., & Berk, L. (2002). Self-regulation in young children: Is there a role for sociodramatic play. Early Childhood Research Quarterly, 17, 1-17.
• Erickson, E.H. (1963). Childhood and society. New York: Workman.
• Fein, G.G., Gariboldi A., & Boni, R. (1993). The adjustment of infants and toddlers to group care: The first six months. Early Childhood Research Quarterly, 8, 1-14.
• Gerber, M. (1979). Resources for infant educarers: A manual for parents and professionals. Los Angeles, CA: Resource for Infant Educarers (RIE).
• Gerber, M. (1998). Dear parent: Caring for infants with respect. Los Angeles, CA: Resources for Infant Educarers (RIE).
• Gerber, M. (1998). Your self-confident baby: How to encourage your child’s natural abilities – from the very start. Hoboken, NJ: John Wiley & Sons, Inc. 
• Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center.
• Gordon, I. (1970). Baby learning through baby play. New York: St. Martin’s Press.          
• Greenberg, M.T., Cicchetti, D., & Cummings, E.M. (Eds.). (1990). Attachment in the preschool years: Theory, research, and intervention. Chicago, IL: University of Chicago.
• Greenman, J., & Stonehouse, A. (1996). Prime times: A handbook for excellence in infant and toddler programs. St. Paul, MN: Redleaf Press.
• Greenspan, S.I. (1989). The essential partnership:  How parents and children can meet the emotional challenges of infancy and childhood.  New York, NY: Viking Penguin Inc.
• Greenspan, S.I. (1993). Infancy and early childhood. Madison, CT: International University Press.
• Greenspan, S.I. (1997). The growth of the mind and the endangered origins of intelligence.  Reading, MA: Addison-Wesley Publishing Co., Inc.
• Greenspan, S.I., & Greenspan, N. T, (1989). First feelings: Milestones in the emotional development of your baby and child. New York, NY: Penguin Group.
• Greenspan, S.I., & Lewis, N. (1999). Building healthy minds: The six experiences that create intelligence and emotional growth in babies and young children. Cambridge, MA: Perseus Books.
• Greenspan, S.I., & Shanker, S.G. (2004). The first idea: How symbols, language, and intelligence evolved from our primate ancestors to modern humans. Cambridge, MA: De Capo Press.
• Greenspan, S.I., & Weider, S. (1998). The child with special needs: Encouraging intellectual and emotional growth. Cambridge, MA: Perseus Books.
• Greenspan, S.I., & Wieder. S. (2006). Infant and early childhood mental health: A comprehensive, developmental approach. Arlington, VA: American Psychiatric Publishing Co., Inc.
• Hamre, B.K., & Pianta, R. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967.
• Hesse, E. (2008). The adult attachment interview: Protocol, method, of analysis, and empirical studies. In Cassidy, J., & Shaver, P. R. (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 552-598), New York, NY: Guilford.
• Hart, B., & Risley, T., (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes Publishing.
• Holmes, J. (1993). John Bowlby and attachment theory. New York, NY: Routledge.
• Honig, A. (2002). Secure relationships: Nurturing infant/toddler attachment in early care settings. Washington, DC: National Association for the Education of Young Children (NAEYC).
• Howes, C., & Spieker, S. (2008). Attachment relationships in the context of multiple caregivers. In Cassidy, J., & Shaver, P. (Eds.), Handbook of attachment: Theory, research, and clinical applications (2nd ed.) (pp 317-332). New York, NY: Guilford Press.
• Howes, C., Phillips, D.A., & Whitebrook, M. (1992). Thresholds of quality: Implications for the social development of children in center-based care. Child Development, 63, 449-460.
• Jalongo, M.R.  (2004).Young children and picture books.  Washington, DC:  National Association for the Education of Young Children (NAEYC).
• Katz, L., Evangelou, D., & Hartman, J. A. (1990). The case for mixed-age grouping in early childhood education. Washington, DC: National Association for the Education of Young Children (NAEYC).
• Keyser, J. (2001, March/April). Creating partnerships with families: Problem-solving through communication. Child Care Information Exchange, 138, 44-47.
• Keyser, J. (2006). From parents to partners: Building a family-centered early childhood program. St. Paul, MN: Redleaf Press.
• Kirsh, S.J., & Cassidy, J. (1997). Preschoolers’ attention to and memory for attachment-relevant information. Child Development, 68: 1143-1153.
• Klugman, E., & Waite-Stupiansky, S. (1997, November). Play, policy, and practice: The essential connections. Child Care Information Exchange, 50-52.
• Kovach, B.A., & Da Ros, P.A. (1998). Respectful, individual, and responsive caregiving for infants: The key to successful care in group settings. Young Children, 53 (3), 61-64.
• Laible, D.J., & Thompson, R.A. (1998). Attachment and emotional understanding in preschool children. Developmental Psychology, 34(5), 1038-1045.
• Lally, J.R. (1995). The impact of childcare policies and practices on infant/toddler identity formation. Young Children, 51 (1), 58-67.
• Lally, R. (Ed.). (2008). Caring for infants and toddlers in groups: Developmentally appropriate practice (2nd ed.). Washington, DC: Zero to Three.
• Landreth, G. (2012). Play therapy: The art of the relationship. New York, NY: Routledge.
• Landy, S., Osofsky, J. (2009). Pathways to competence: Encouraging healthy social and emotional development in young children. Baltimore, MD: Paul H. Brookes Publishing Co.
• Leavitt, R. L. (1994). Power and emotion in infant-toddler day care. Albany, NY: State University of New York Press.
• Losardo, A.,& Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore, MD: Brookes.
• Marion, M. (2010). Guidance of young children. Upper Saddle River, NJ: Merrill.
• Maslow, A. (1954). Motivation and personality. New York, NY: Harper & Row.
• Mayer, Mercer. (1968). There’s a nightmare in my closet. New York, NY: Penguin Putnam Books for Young Readers.
• McAfee, O., Leong, D., & Bodrova, E. (2004). Basics of assessment: A primer for early childhood educators. Washington, DC: National Association for the Education of Young Children (NAEYC).
• McMullen, M.B. (1999). Achieving best practices in infant and toddler care and education. Young Children, 54 (4), 69-75.
• Modessitt, Jeanne. (1992). Sometimes I feel like a mouse. New York, NY: Scholastic, Inc. 
• National Research Council and Institutes of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
• Nelson, Kadir. (2005). He’s got the whole world in his hands. New York, NY: Dial Books for Young Readers.
• Nemeth, K. (2009). Many languages, one classroom: Teaching dual and English language learners. Lewisville, NC: Gryphon House.
• Nemeth, K. (2012). Basics of supporting dual language learners: An introduction for educators of children from birth through age 8. Washington, DC: National Association for the Education of Young Children (NAEYC).
• Nemeth, K. (2012). Many languages, building connections: Supporting infant and toddlers who are dual language learners. Lewisville, NC: Gryphon House.
• National Scientific Council on the Developing Child. (2004). Children’s emotional development is built into the architecture of their brains:  Working Paper no. 2. Retrieved from http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp2/.
• Oliver, S.J., & Klugman, E. (2002, September). What we know about play. Child Care Information Exchange, 16-18.
• Parten, M.B. (1932). Social participation among preschool children. Journal of Abnormal Psychology, 27, 243-269. Perry, B.D. (2002). Childhood experience and the expression of genetic potential:  What childhood neglect tells us about nature and nurture. Brain and Mind, 2, 79-100.
• Perry, B.D. (2006). Applying principles of neurodevelopment to clinical work with maltreated and traumatized children: The neurosequential model of therapeutics. In Webb, N. B. (Ed.). Working with Traumatized Youth in Child Welfare, (pp 27- 52). New York, NY: Guildford Press.
• Perry, B.D., & Hambrick, E. (2008). The neurosequential model of therapeutics. Reclaiming Children and Youth, 17 (3), 38-43.
• Piaget, J. (1962). Play, dreams, and imitation in childhood. (C. Gattegno & F.M. Hodgson, Trans.). New York: Norton.
• Raikes, H. (1996). A secure base for babies: Applying attachment concepts to the infant care setting. Young Children, 51 (5), 50-67.    
• Reisenberg, J. (1995). Reflections on quality infant care. Young Children, 50 (6), 23-25.
• Schore, A.N. (1994).  Affect regulation and the origin of the self: The neurobiology  of emotional development.  Hillsdale, NJ : Lawrence Erlbaum Associates. Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The HighScope Perry Preschool study through age 40. (Monographs of the High Scope Educational Research Foundation, 14). Ypsilanti, MI: HighScope Press.
• Shonkoff, J.P. et al. (2012).The lifelong effects of early childhood adversity and toxic stress. Pediatrics. 129(1), 232-246. doi: 10.1542/peds.2011-2663.
• Shore, R. (1997). Rethinking the brain: New insights into early development. New York, NY: Families and Work Institute.
• Siegel, D.J. (1999). The developing mind: Toward a neurobiology of interpersonal experience.  New York, NY: Guilford Press.
• Siegel, D. J. (1999). Relationships and the developing child. Child Care Information Exchange, 130, 48-51.
• Siegel, D., & Bryson, T. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child’s developing mind.  New York, NY: Bantam Books.
• Simon, N. (1976). All kinds of families. Morton Grove, IL: Albert Whitman & Company.
• Sroufe, L.A., & Fleeson, J. (1986). Attachment and the construction of relationships. In Hartup, W.W., & Rubin, A. (Eds.), Relationships and development, (pp.51-71). Hillsdale, NJ: Erlbaum.
• Steyer, J. (2002). The other parent: The inside story of the media’s effect on our children. New York, NY: Atria Books.
• Thompson, J.E., & Thompson, R.A. (2007, November/December). Natural connections—Children, nature, and social-emotional development, Child Care Information Exchange, pp 46-49.
• Thompson, R. A. (2002). The roots of school readiness in social and emotional development. The Kauffman Early Childhood Exchange, 1, 8-29.
• Thompson, R.A. (2009). Development of self, relationships, and social emotional competence: Foundations for early school success.  In O.A. Barbarin, & B. H. Wasik (Eds.), Handbook of child development and early education: Research to practice (pp. 147-171). New York, NY: Guildford Press.
• Thompson, R.A. (2012). Establishing the foundations:  Prosocial education in early childhood education. In. A. Higgins-D’Alessandro, M. Corigan, & P.M Brown (Eds.), The handbook of prosocial education: Developing caring, capable citizens, (p. 535-554). New York, NY: Roman & Littlefield.
• Vaughan, B.E., Kopp, C.B., & Krakow, J.B. (1984). The emergence and consolidation of self-control from eighteen to thirty months of age: Normative trends and individual differences. Child Development, (55) 900-1004.
• Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
• Wieder, S., & Wachs, H. (2012). Visual/spatial portals to thinking, feeling, and movement: Advancing competencies and emotional development in children with learning and autism spectrum disorders. Mendham, NJ: Profectum Foundation.