Helpful Resources



 Authentic Resources
  
Center on the Developing Child–Harvard University. (n.d.). Three core concepts in early development: 1. 
Center on the Developing Child–Harvard University. (n.d.). Three core concepts in early development: 2. Serve & return interaction shapes brain circuitry. [Video file]. Retrieved fromhttp://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/serve_and_return/
Center on the Developing Child–Harvard University. (n.d.). Three core concepts in early development: 3. Toxic stress derails healthy development. [Video file]. Retireved fromhttp://developingchild.harvard.edu/index.php/resources/multimedia/videos/three_core_concepts/toxic_stress/
Coplan, R. J., & Armer, M. (2007). A "multitude" of solitude: A closer look at social withdrawal and nonsocial play in early childhood. Child Development Perspectives, 1(1), 26-32.
Cowan, P. A., & Cowan, C. P. (2007). Attachment theory: Seven unresolved issues and questions for future research. Research in Human Development, 4(3/4), 181-201. DOI: 10.1080/15427600701663007

Easterbrooks, M. A., Driscoll, J. R., & Bartlett, J. D. (2008). Resilience in infancy: A relational approach. Research in Human Development, 5(3), 139-152. DOI: 10.1080/15427600802273987
Engle, P. L., Black, M. M., Behrman, J. R., Cabral de Mello, M., Gertler, P. J. Kapiriri, L., . . . International Child Development Steering Group. (2007). Child development in developing countries 3: Strategies to avoid the loss of developmental potential in more than 200 million children in the developing world. The Lancet, 369(9557), 229-242.
Goldman, B. (2007). The first cut. Nature, 445(1), 479-480.
Gordon, M., & Green, J, (2008). Roots of empathy: Changing the world, child by child. Education Canada, 48(2), 34-36.
Grantham-McGregor, S., Cheung, Y. B., Cueto, S., Glewwe, P, Richter, L., Strupp, L., & International Child Development Steering Group. (2007). Child development in developing countries 1: Developmental potential in the first 5 years for children in developing countries. The Lancet, 369(9555), 60-70.
Groves Gillespie, L., & Hunter, A. (2008). Emotional flooding: Using empathy to help babies manage strong emotions. Young Children on the Web, 63(5), 46-47.
Groves Gillespie, L., & Hunter, A. (2010). Believe, watch, act!: Promoting prosocial behavior in infants and toddlers. Young Children, 65(1), 42-43.
Hamlin, J. K., Wynn, K., & Bloom, P. (2007, November 22). Social evaluation by preverbal infants. Nature, 450(7169), 557-559.
Joseph, G. E., & Strain, P. S. (2010). Enhancing emotional vocabulary in young children. Young Exceptional Children, 6(4), 18-26.
Kaplow, J. B., Saxe, G. N., Putnam, F. W., Pynoos, R. S., & Lieberman, A. (2006). The long-term consequences of early childhood trauma: A case study and discussion. Psychiatry, 69(4), 362-375.
Laureate Education, Inc. (2010). Early childhood development. Baltimore, MD: Author.
Laureate Education (Producer). (2013). Effective programs and practices [Video file]. Retrieved from https://class.waldenu.edu
Lieberman, A. F., & Knorr, K. (2007). The impact of trauma: A developmental framework for infancy and early childhood. Psychiatric Annals, 37(6), 416-422.
Markova, G., & Legerstee, M. (2008). How infants come to learn about the minds of others. Zero to Three, 28(5), 26-31.
Miller, S. (2008). Secure attachment. Published by Ounce of Prevention Fund. Retrieved from http://www.ounceofprevention.org/includes/tiny_mce/plugins/filemanager/files/Secure%20Attachment.pdf
Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Education Digest, 75(1), 42.
National Scientific Council on the Developing Child. (2006). Early exposure to toxic substances damages brain architecture. Working Paper #4. Retrieved from http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp4/
National Scientific Council on the Developing Child. (2009). Excessive stress disrupts the architecture of the developing brain. Working Paper #3. Retrieved from http://developingchild.harvard.edu/library/reports_and_working_papers/working_papers/wp3/
Neimark, A. (2008). "Do you want to see something goofy?": Peer culture in the preschool yard. Voices of Practitioners, 9, 1-11.
Retrieved from http://www.naeyc.org/files/naeyc/file/vop/Voices_NeimarkGoofy.pdf
Newson, A. J. (2008). Ethical aspects arising from non-invasive fetal diagnosis. Seminars in Fetal & Neonatal Medicine, 13, 103-108.
Paul, A.M. (2011). Annie Murphy Paul: What we learn before we are born. [Video file]. Retrieved from http://www.ted.com/talks/annie_murphy_paul_what_we_learn_before_we_re_born.htm
Tsiaras, A. (2010). Alexander Tsiaras: Conception to birth- visualized. [Video file]. Retrieved from http://www.ted.com/talks/alexander_tsiaras_conception_to_birth_visualized.html
Raising Resilient Children. (n.d.). Risk, resilience, and futurists: Changing the lives of our children. Retrieved from http://www.raisingresilientkids.com/resources/articles/futurists.html
Ranson, K. E., & Urichuk, L. J. (2008). The effect of parent-child attachment relationships on child biopsychosocial outcomes: A review. Early Child Development and Care, 178(2), 129-152.
Rutland, A., Abrams, D., & Cameron, L. (2007). Children's attitudes towards nonconformists: Intergroup relations and social exclusion in middle childhood. International Journal on School Disaffection, 4(2), 45-52.
Saey, T. H. (2008). Dad's hidden influence. Science News, 173(13), 200-201.
Smidt, S. (2013). The developing child in the 21st century: A global perspective on child development (2nd ed.). New York: Routledge.
Snow, K. (2003-2009). Redefining disability. Retrieved from http://www.disabilityisnatural.com/images/PDF/redefindis.pdf
Walker, S., Wachs, T. D., Gardner, J. M., Lozoff, B., Wasserman, G. A., Pollitt, E., Carter, J. A., & International Child Development Steering Group, (2007). Child development in developing countries 2: Child development: risk factors for adverse outcomes in developing countries. The Lancet, 369(9556), 145-157.
Warneken, F., & Tomasello, M. (2009). The roots of human altruism. British Journal of Psychology, 100(3), 455-471.
Warner, L. (2008). "You're it!": Thoughts on play and learning in schools. Horace, 24(2), 1-6. (EJ849821)
Wested. (2004). Resilience: A universal capacity. Retrieved from http://www.wested.org/online_pubs/resiliency/resiliency.chap1.pdf
Worth Publishers. (2002). The journey through the life span: An observation DVD for development. New York, NY: Author.

© 2015 Laureate Education, Inc. All rights reserved.

Comments

  1. Larry Manuel-Early Childhood StudiesJuly 10, 2016 at 3:09 PM

    You had your calling before you knew it. Children are a great judgement of character and they know who are fake or not. You just keep being a positive role model in both your family's and student's lives.

    ReplyDelete
  2. The AdvocateMarch 9, 2017 at 11:03 AM

    thank you larry had to drop out for a semester but I am back

    ReplyDelete

Post a Comment

Popular posts from this blog

the five stages of team development: forming, storming, norming, performing, and adjourning.

Image
Bruce Tuckman introduced and identified the five stages of a team development. These steps are the forming stage, storming the stage, norming stage, performing stage, and adjourning stage in that chronological order. Furthermore, these steps usually apply universally to all teams/groups regardless of the team members’ demographics, purpose, location, goals, and cultures. In the forming stage, the team is just starting to come together and is characterized by anxiety and uncertainty. In storming, the group is characterized by considerable opposition and conflict. In the norming stage, the group's activities become a unified component. In the performing stage, there is usually high productivity, and the members are supportive, competent, supportive, and loyal. In the adjourning stage, the group needs to have fulfilled its goals; the group is to be closed on a positive note, but members usually feel uncertain and insecure about the future. The adjourning phase is characteristic
Read more

Course Resources

Course Resources Part 1: Position Statements and Influential Practices NAEYC. (2009).  Developmentally appropriate practice in early childhood programs serving children from birth through age 8 .  Retrieved May 26, 2010, from  http://www.naeyc.org/files/naeyc/file/positions/dap NAEYC. (2009).  Where we stand on child abuse prevention .  Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf NAEYC. (2009).  Where we stand on school readiness .  Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf NAEYC. (2009).  Where we stand on responding to linguistic and cultural diversity .  Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf NAEYC. (2003).  Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8 .  Retrieved May 26, 2010, from  http://www.naeyc.org/files/
Read more

Dr. Lilian Katz Quotes

Image
"In both cooperative learning and project work. The teacher  encourages children to talk to one another. This helps them pay attention to each others efforts and ideas. Children take to these kinds  of exchanges very readily, but the teacher really needs to encourage this interaction"  Dr. Lilian Katz "Experts generally agree that taking all opportunities to read books and other material aloud to children is the best preparation for their learning to read. The pleasures of being read to are far more likely to strengthen a child's desire to learn to read than are repetitions of sounds, alphabet drills, and deciphering uninteresting words." Dr. Lilian Katz
Read more