References

Children's Development & Learning

Dombrow, A.L., Jablon, J., & Stetson, C. (2011). Powerful Interactions: How to connect with Children to Extend Their Learning. Washington, DC. Eliot, L. (1999). What’s going on in there? How the brain and mind develop in the first five years of life. New York, NY: Bantam Books. Galinsky, E. (2010). Mind in the Making. New York, NY: Harper Studio. Gopnik, A., Meltzoff, A. N., Kuhl, P. K. (1999). The scientist in the crib. New York, NY: Harper Collins. Hart, B., & Risley, T. R. (1995). Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore, MD: Paul H. Brookes Publishing. Knudsen, E. I. (2004). Sensitive periods in the development of brain and behavior. Journal of Cognitive Neuroscience, 16(8), 1412-1425. Meissner, W. W. (2006). The mind brain relation and neuroscientific foundations: II Neurobehavioral integrations. Bulletin of the Menninger Clinic, 70(2), 102-124. Piaget, J. (1955). The Child’s Construction of Reality. London: Routledge and Kegan Paul. Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development, National Research Council and Institute of Medicine. Washington, DC: National Academy Press.

Emergent Language & Literacy

Adams, M. J. (1990). Learning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Akhtar, N., Dunham F., & Dunham, P. (1999). Directive interactions and early vocabulary development: The role of joint attentional focus. Journal of Child Language, 18, 41-49. Akhtar, N. Jipson, J., & Callahan, M.A. (2001). Learning words through overhearing. Child Development, 72, 416 - 430. Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24, 323 -335. Bloom, L. (1993). The transition from infancy to language: Acquiring the power of expression. New York, NY: Cambridge University Press. Bloom, L., Margulis, C., Tinker, E., & Fujita, N. (1996). Early conversations and word learning: Contributions from child and adult. Child Development, 67, 3154 -3175. DeBaryshe, B. D. (1993). Joint picture book reading correlates of early oral language skill. Journal of Child Language, 20, 455 - 462. Dickinson, D. K., & Smith, M. W. (1994). Long term effects of preschool teachers’ book reading on low income children’s vocabulary and story comprehension. Reading Research Quarterly, 29(2), 104 - 122. Dickinson, D. K., & Tabors, P. (1991). Early literacy: Linkages between home, school, and literacy achievement at age five. Journal of Research in Childhood Education, 6, 30- 46. Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy and language: Young children learning at home and in school. Baltimore, MD: Brookes Publishing Co. Golinkoff, R.M., Hirsch-Pasek, K., Bloom, L., Smith, L.B., Woodward, A.L., Akhtar, N., Tomasello, M., & Hollick, G. (2008). Becoming a Word Learner. New York, NY: Oxford University Press. Hoff, E. (2005). Language development. Belmont, CA: Wadsworth. Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input at home and at school: Relation to child syntax. Cognitive Psychology, 45, 337 - 374. Justice, L. M., & Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills. Topics in Early Childhood Special Education, 23(3), 99 - 113. Justice, L. M., & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement technique and its clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185 - 193. Kuhl, P. K., Conboy, B. T., Padden, D., Nelson, T., & Pruitt, J. (2005). Early speech perception and later language development: Implications for the “critical period”. Language Learning and Development, 1(3&4), 237-264. McLane, J. B., & McNamee, G. D. (1991). The Beginnings of literacy. Zero to Three Journal, September Issue. Washington, DC: Zero to Three Press. McNaughton, S. (1995). Patterns of emergent literacy: Processes of development and transition. New York, NY.: Oxford University Press. National Institute for Literacy. (Ed. Pubs). (2008). Developing Early Literacy: Report of the National Literacy Panel. Jessup, MD: National Institute for Literacy www.nifl.gov Purcell Gates, V. (1996). Stories, coupons, and the TV Guide: Relationships between home literacy experiences and emergent literacy. Reading Research Quarterly, 31, 406-428. Rosenkoetter, S. E., & Barton, L. R. (2002). Bridges to literacy: Early routines that promote later school success. Zero to Three, 22(4), 33-38. Rosenkoetter, S. E., & Knapp Philo, J. (2006). Learning to Read the World. Washington, DC: Zero to Three Press. Schickedanz, J. A. (1999). Much more than ABCs: The early stages of reading and writing. Washington, DC. Strattman, K., & Hodson, B. (2005). Variables that influence decoding and spelling in beginning readers. Child Language Teaching and Therapy, 21(2), 16 -190. Sulzby, E., & Teale, W. H. (1991). Emergent literacy. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of Reading Research, Vol. 2, 727- 757. New York, NY: Longman. Teale, W. H., & Sulzby, E. (Eds.). (1986). Emergent literacy: Writing and reading. Norwood, NJ: Ablex. Trelease, J. (2006). The Read Aloud Handbook. New York, NY: Penguin Books. Weigel, D. J., Martin, S., & Bennett, K. (2005). Ecological influences of the home and the child care center on preschool age children’s literacy development. Reading Research Quarterly, 40(2), 204 - 233. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 68, 848 - 872. Zigler, E. F., Singer, D. G., & Bishop Josef, S. J. (2004). Children’s Play: The Roots of Reading. Washington, DC: Zero to Three Press. Zill, N., Collings, M., West, J., Hausken, E. G. (1995). Approaching kindergarten: A look at preschoolers in the United States. Washington, DC: Office of Educational Research and Improvement, N.C.E.S.and N.H.E.S

Parents, Caregivers & Family Involvement

Armbruster, B., Lehr, F., & Osborn, J. (2006). A Child Becomes a Reader: Proven Ideas from Research for Parents. Jessup, MD: National Institute for Literacy, EdPubs. www.nifl.gov Auerbach, E. R. (1995). Which way for family literacy: Intervention or empowerment. In: L. Morrow (Ed.), Family literacy: Connections in Schools and Communities, (pp. 11‑28). Newark, DE: International Reading Association. Baker, L., Sonnenschein, S., & Serpell, S. (1994). Children’s emergent literacy experiences in the sociocultural contexts of home and school. Newsletter of the National Reading Research Center (NRRC). Baker, L., & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23, 239-269. Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69- 82. Bennett, K. K., Weigel, D. J., & Martin, S.S. (2002). Children’s acquisition of early literacy skills: Examining family contributions. Early Childhood Research Quarterly, 17, 295‑317. Bergin, C. (2001). The parent‑child relationship during beginning reading. Journal of Literacy Research, 33(4), 681‑706. Delgado Gaitan, C. (1990). Literacy for empowerment: The role of parents in children’s education. New York, NY: The Falmer Press. Edwards, P. (1990). Parents as Partners in Reading: A Family Literacy Training Program. Chicago, IL Children’s Press. Griffin, E. A., & Morrison, F. J. (1997). The unique contribution of home literacy environment differences in early literacy skills. Early Child Development and Care, 127‑128, 233‑243. Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input at home and at school: Relation to child syntax. Cognitive Psychology, 45, 337 374. Jacobs, K. (2004). Parent and child together time. In B. H. Wasik (Ed.), Handbook of Family Literacy (pp. 193‑211). Mahwah, NJ: Laurence Erlbaum. Kamptner, L. (2007). Supporting Children’s Development: 3 - 5 Year Olds (Parent Training). Unpublished report. California State University San Bernardino, CA: Author. Kassow, D.Z. (2006). Parent-child shared book reading: Quality versus quantity of reading interactions between parents and young children. Talaris Research Institute, 1 (1), 1-9. http://www.talaris.org/ research_sharedbook.html Lynch, J., Anderson, J., Anderson A., & Shapiro, J. (2006). Parents’ beliefs about young children’s literacy development and parents’ literacy behaviors. Reading Psychology, 27(1), 1-20. Morrow, L.M. Ed. (1995). Family Literacy: Connections in Schools and Communities. New Brunswick, NJ: Rutgers University. Morrow, L. M., & Young, J. (1997). A family literacy program connecting school and home: Effects on attitude, motivation, and literacy achievement. Journal of Educational Psychology, 89, 736-742. International Reading Association (IRA).1998. Raising a reader, raising a writer: How parents can help. Brochure. Washington, DC: Saracho, O. N. (2001). Enhancing young children’s home literacy experiences. International Journal of Early Childhood, 5, 135-141. Saracho, O. N. (1999). Helping families develop emergent literacy strategies. International Journal of Early Childhood, 31(2), 25-36. Siegel, D. & Hartzell, M. (2003). Parenting From the Inside Out. New York, NY: Penguin Group (USA). Senechal, M., & LeFever, J. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460. Stine, M. (2008). Supporting Early Literacy Through Attachment-Based Parenting: An Intervention Project. Master of Arts Psychology-Child Development Thesis and Project. Pfau Library San Bernardino, CA: California State University. Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The influence of family beliefs and practices on children’s early reading development. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities, (pp. 3-20). Mahwah, NJ: Lawrence Erlbaum Associates. Weigel, D. J., Martin, S., & Bennett, K. (2006). Contributions of the home literacy environment to preschool aged children’s emerging literacy and language skills. Early Child Development and Care, 176(3,4), 357-378. Woodall, L. & Ziembroski, B. (2007). Promoting Literacy Through Music. Songs for Teaching. http://www.songsforteaching.com/ lb/literacymusic.html Zigler, E., Pfannensteil, J. C., Seitz, V. (2008). The Parents as Teachers program and school success: A replication and extension. Journal of Primary Prevention, 29(2), 103-120. Zero to Three: National Center for Infants, Toddlers and Families. (2016). Help Your Child Develop Early Math Skills. Retrieved 3/2/2017: https:// www.zerotothree.org/ resources/299-help-youchild- develop-early

Social Emotional Competence & Learning

Bailey, Becky A. Ph.D. (2000). Conscious Discipline: 7 Basic Skills For Brain Smart Classroom Management. Oveido, FL: Loving Guidance, Inc. Benner, G. J., Beaudonin, K., Kinder, D., & Mooney, P. (2005). The relationship between the beginning reading skills and social adjustment of a general sample of elementary aged children. Education and Treatment of Children, 28(3), 250-264 California’s Collaborative: Supporting Early Childhood Social-Emotional Competence. (2011). https://www.CAinclusion.org/camap/csfel; https:// www.csefel.vanderbilt.edu Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heineman. Hawn, G., Holden, W. (2011).10 Mindful Minutes. New York, NY: Penguin Group Inc. Hemmeter, M., Ostrosky, M., Artman, K., & Kinder, K. (2008). Moving Right Along: Planning Transitions to Prevent Challenging Behavior. Beyond the Journal: Young children on The Web, May, 1-7. Ho, J., & Funk, S. (2018). Promoting Young Children’s Social and Emotional Health. Young Children March, Vol.73, No. 1. Retrieved 6/28/2018: Lonigan, C. J. Bloomfield, B. G., Anthony, J., Bacon, K. D., Phillips, B. M., & Samwell, C. S. (1999). Relations among emergent literacy skills, behavior problems, and social competence in preschool children from low- and middle‑income backgrounds. Topics in Early Childhood Special Education, 19(1), 40‑53. Nelson, Jane, Ed. D., Positive Discipline (2006). New York, NY: Ballantine Books. Nelson, Jane, Ed.D., Lott, Lynn, M.A., Glenn, H. Stephen, Ph. D. (2000). Positive Discipline in the Classroom .New York, NY: Three Rivers Press. Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). (2013) How to Use Social Stories Teach Your Child New Skills and Expectations. https//:www.challengingbehavior.org Young, R. (1999). Kindness Puppets: Create puppets that encourage children to talk about feelings and solve problems in peaceful ways. Early Children Today, August Issue. Retrieved 6/30/2018: https://www.scholastic.com/teachers/lesson-plans/teaching-content/activity-plan-5-6-kindness-puppets

Strategies & Guides for learning environments: Supporting Young Children's Literacy & Language

Annenberg Learner. (2002). Elements of Classroom Environment. St. Louis, MO: Annenberg Foundation. Retrieved 3/22/2018: https://www.learner.org/libraries/readingk2/front/elements.html Barnett, M. (2013). The Arts as a Bridge to Literacy. Principal Special Supplement: Champion Creatively Alive Children. National Association of Elementary School Principals, September/October, 20-22. Retrieved 6/28/2018: www.naesp.org Belfore, C. (2018). Puppets Talk, Children Listen. TEACH Magazine. Retrieved 6/28/2018: http://www.teachmag.com/archives/5618 Berkowitz, D. (2011). Oral Storytelling: Building Community Through Dialogue, Engagement, & Problem Solving. Young Children, March, 36-38. Biles, B. (1994). Activities that Promote Racial and Cultural Awareness. Biles, B. (1994). Activities that promote racial and cultural awareness. In Todd, C.M. (Ed.), *Family child care connections*, 4(3), 1-4. Urbana-Champaign, IL: University of Illinois Cooperative Extension Service. Boudreau, L. (2005). Use of a parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools, 36, 33-47. Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC Burns, S. M., Griffin, P., & Snow, C. E. (Eds.). (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: National Academy Press. California Department of Education. (2008). California Preschool Learning Foundations, Vol.1. Sacramento, CA. http://www.cde.ca.gov/sp/cd/re/psfoundations.asp California Department of Education/Child Development Division (CDE, CDD) and First 5. (2011, 2012). Early Childhood Educator Competencies. Sacramento, CA: California Department of Education. California Department of Education (2013). English Language Arts/Literacy K-5. https://www.cde.ca.gov/ci/rl/ Chandler, A. Read With Me: A Guide for Student Volunteers Starting Early Childhood Literacy Programs. Prepared for the National Institute on Early Childhood Development and Education. U.S. Department of Education. Washington, DC. Retrieved 5/15/2018:https://www2.ed.gov/PDFDocs/readwith.pdf Copple, C., & Bredekamp, S. (Eds.) (2006). Basics of Developmentally Appropriate Practice. Washington, DC. Cooper, R., & Jones, E. (2005). Enjoying Diversity. Exchange, September/October, 6-8. Decastro, A., & Kern, J. (2002). Teaching Math and Science with Nursery Rhymes. Westminster, CA: Teacher Created Materials Inc. www.teachercreated.com Dickinson, D. K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research & Practice, 16(4), 186 - 202. Dodge, D. T., & Colker, L. J. (1998). The Creative Curriculum for Early Childhood. Washington, DC: Teaching Strategies, Inc. Dombrow, A.L., Jablon, J., & Stetson, C. (2011). Powerful Interactions: How to connect with Children to Extend Their Learning. Washington, DC: National Association for the Education of Young Children. Epstein, A.S. (2014). The Intentional Teacher: Choosing the Best Strategies for Young Learning. Washington, DC: HighScope Press. Ezell, H. K., & Justice, L. M. (2005). Shared Storybook Reading. Baltimore, MD: Brookes Publishing Co. Ganske, Kathy, Monroe, Joanne K., & Strickland, Dorothy S. (2003). Questions teachers ask about struggling readers and writers. International Reading Association, 118-128. Griffin, P., & Burns, M. (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press. Gronlund, G., & James, M. (2008). Early Learning Standards and Staff Development. St. Paul, MN: Red Leaf Press. Hart, B., & Risley, T. R. (1995). Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore, MD: Paul H. Brookes Publishing. Hart, B., & Risley, T. R. (1999). The social world of children learning to talk. Baltimore, MD: Paul H. Brookes Publishing. Heroman, C. & Jones, C. (2004). Literacy: The Creative Curriculum® approach. Washington, DC: Teaching Strategies, Inc. Hine, C. (1994). Building a Developmentally Appropriate Early Childhood Program. Lakewood, CO: Horizons in Learning. Hoeve, L. (2016). Ten Ways to Support Literacy in the Art Room. Retrieved 5/14/2018: https://www.theartofed.com/2016/07/01/ten-ways-support-literacy-art-room How to Get Started with Yoga in the Early Childhood Classroom. Kids Yoga Stories. https://www.kidsyogastories.com/ International Reading Association and National Association for the Education of Young Children. (1998). Learning to Read and Write: Developmentally Appropriate Practices for Young Children. The Reading Teacher, 52, 193 - 216. Jacob, R. T., Armstrong, C., & Willard, J. A. (March 2014). Mobilizing Volunteer Tutors To Improve Student Literacy. 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Sulzby (Eds.), Emergent literacy: Writing and Reading, 90-115. Norwood, NJ: Ablex. National Association for the Education of Young Children. (2012). Spotlight on Children: Exploring Math. Washington, DE National Association for the Education of Young Children. (2018). Ethics and the Early Childhood Educator: Washington, DC: National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). (2002). Early learning standards: Creating the conditions for success. Washington, DC: Author. National Dissemination Center for Children with Disabilities (NICHY). (2011). Disability Fact Sheet #11 (FS11). Office of Special Education Programs, U.S. Dept. of Education. National Educational Goals Panel. (1999). Report of the National Education Goals Panel. Washington, DC: Author. National Institute for Literacy (EDPubs). Early Beginnings: Early Literacy Knowledge and Instruction. Jessup, MD. 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A., & Kurland, B. F. (1995). SHELL: Oral language and early literacy skills in kindergarten and first grade children. Journal of Research in Childhood Education, 10(1), 37-48. U.S. Department of Education. (2005). Even Start Literacy Program, Curriculum Review Rubrics and Planning Tool for Preschool and Parenting Education. Washington, DC: Author. Villareal, C. (2009). Learning from the Children: Reflecting on Teaching. St. Paul, MN: Redleaf Press. Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Wanless, S. B, & Crawford, P. A. (2016). Reading Your Way to a Culturally Responsive Classroom. Young Children, May, Vol. 71, No. 2. Washington, DC Waters, E., & Cummings, E. M. (2000). A secure base from which to explore close relationships. Child Development, 71 (1), 164-172. Whitehurst, G. J., & Lonigan, C. J. (2003). Get Ready to Read! 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