Resources

Becky Bailey’s Conscious Discipline: resources for parents, teachers, and administrators.
http://consciousdiscipline.com/

Goals of Misbehavior Chart: resource for parents and teachers.
http://www.pedagonet.com/other/MISB.htm

Janet Landsbury: resource for parents of infants and toddlers.
http://www.janetlansbury.com/

Kelly Bear Press, Leah Davies M. Ed.: resources for parents, teachers, and administrators.
http://www.kellybear.com/

National Association for the Education of Young Children: resources for parents, teachers and administrators.
www.naeyc.org

Teach Through Love: resources for parents and teachers.
http://www.teach-through-love.com/index.html

Zero to Three: resources for parents, teachers, and administrators.
www.zerotothree.org

MyVision.org: eyesight and care resources for adults caring for children. https://myvision.org/guides/children/ 

Cerebral Palsy Guide: a great source of information, support, and resources to those affected by birth injuries, brain injuries, cerebral palsy, Erb’s palsy or other disabilities.                                    https://www.cerebralpalsyguide.com/

Caring for Young Children Master Reference List

Ackerman, D. J. & Barnett, W. S. (2006) Increasing the effectiveness of preschool programs. National Institute for Early Education Research, Preschool Policy Fact Sheets, downloaded May 4, 2009: http://nieer.org/resources/factsheets/13.pdf

Bailey, B. (2000). Easy to love, difficult to discipline: The seven basic skills for turning conflict into cooperation. New York: Harper Collins Publishers, Inc.

Bailey, B. (1994). I love you rituals. New York: Harper Collins Publishers, Inc.

Bailey, B. (2000). There’s got to be a better way: Discipline that works. Florida: Learning in Action.

Bandura, A. (2000). Self-efficacy: The exercise of control (4rth ed.). New York: W. H. Freeman & Company.

Barnett, W. S., (2005). Debunking the myths: Benefits of preschool. National Institute for Early Education Research, Preschool Policy Fact Sheets, downloaded May 4, 2009: http://nieer.org/resources/factsheets/13.pdf

Barrett, L.F., & Wagner, T.D. (2006). The structure of emotion: Evidence from neuroimaging studies.
Current directions in Psychological Science, 15, 79-83.

Bates, J. E. (1989). Concepts and measures of temperament. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 3-26). Oxford, England: Wiley.

Bear, M. F.; Connors, B. W.; & Paradios, M. A. (2007). Neuroscience: Exploring the brain (3rd Ed.). Baltimore: Lippincott, Williams, & Wilkins.

Bernstein, K. (2013). The reflective practice of teaching. The Whole Child Blog. http://www.wholechildeducation.org/blog/the-reflective-practice-of-teaching

Bloom, L. R. (1998). Under the sign of hope: Feminist methodology and narrative interpretation. Albany, New York: SUNY Press.

Bloom, P. J. (2000). How do we define director competence? Child Care Information Exchange, [March/April], 13-18.

Bodrova, E. & Leong, D. (1996). Tools of the mind: The vygotskian approach to early childhood education. Upper Saddle River, New Jersey: Prentice-Hall, Inc.

Boccialetti, G. (1996). Making authority relationships reciprocal. Training & Development, Vol. 50, Iss. 6.

Brainchannel.com. (2006). Thinker of the year. Retrieved February 12, 2006, from http://www.brainchannels.com/thinker/mihaly.html.

Bruner, J. (1972). Nature and uses of immaturity. American Psychologist, 27, 687-708.

Byrnes, J. P. (2001). Minds, brains, and learning: Understanding the psychological and educational relevance of neuroscientific research. New York: Guilford.

Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. Durango, Colorado: Kavaki Press.

Calkins, S. D., Blandon, A. Y., Williford, A. P., & Keane, S. P. (2007). Biological, behavioral, and relational levels of resilience in the context of risk for early childhood behavior problems. Development and Psychopathology, 19, 675-700.

Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.

Caruso, J.J. & Fawcett, M. T. (1999). Supervision in early childhood education: A developmental perspective (2nd ed.). New York: Teacher’s College Press.

Colorado Children’s Campaign, (2009). Quality child care: An investment in families, an investment in Colorado’s economy. Colorado Children’s Campaign, downloaded May 7, 2009: http://www.coloradokids.org/includes/downloads/qualitychildcarereport.pdf

Conn-Powers, M. (2006). Approaches to learning. Early Childhood Briefing Paper Series: All Children Ready for School. Indiana Institute on Disability and Community, Early Childhood Center, downloaded May 5, 2009: http://www.iidc.indiana.edu/ecc/Content/SRUD- ApproachestoLearning.pdf

Constas, M. (1998). Deciphering postmodern educational research. Educational Researcher, 27, 9, 36-42.

Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practices (in early childhood programs, serving children from birth through age 8) (3rd ed.). Washington DC: National Association for the Education of Young Children.

Cross, A.F., & Conn-Powers, M. (2007). Working Paper on Prekindergarten Education in Indiana. Indiana Institute on Disability and Community, Early Childhood Center, downloaded May 4, 2009: WWW.iidc.indiana.edu/ecc

Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row.

Dahlberg, G.; Moss, P.; & Pence, A. (2001). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. Philadelphia, PA: RoutledgeFalmer, Taylor & Francis Inc.

Danielson, L.M. (2009). Fostering reflection. Vol. 66, Number 5, Educational Leadership: How Teachers Learn. http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/Fostering-Reflection.aspx

DeCuir, J., & Dixson, A. (2004). So when it comes out, they aren’t that surprised that it is there: Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33, 5, 26-31.

DeVries, R.; Zan, B; Hildebrandt, C.; Edmiaston, R.; & Sales, C. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. New York: Teachers College Press.

Dinkmeyer, D.; McKay, G. D.; Dinkmeyer, J.; Dinkmeyer, D. (Jr.), and McKay, J. (1997). Parenting young children: Systematic training for effective parenting of children under six. Coral Springs, FL: STEP Publishers.

Dombro, A.; Colker, L.; and Dodge, D. (1999). The creative curriculum: For infants and toddlers (Rev. Ed.). Washington D.C.: Teaching Strategies Inc.

Edwards, C.; Gandini, L.; & Forman, G. (1995). The hundred languages of children: The reggio emilia approach to early childhood education. Norwood, New Jersey: Ablex Publishing Corporation.

Evans, G. A. (2001). World on our backs. Community College Journal of Research & Practice, Vol. 25, Iss. 3.

Fixico, D. (2003). The American Indian mind in a linear world: American Indian studies and traditional knowledge. New York: Routledge.

Flinders, D. & Thornton, S. (Eds.) (2004). The curriculum studies reader (2nd ed.). New York: RoutledgeFalmer.

Franklin, B. (1976). Curriculum thought and social meaning: Edward L. Thorndike and the curriculum field. Educational Theory, 26, 3, 298-309.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass Publishing.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Gartrell, D. (2004). The power of guidance: Teaching social-emotional skills in early childhood classrooms. Clifton Park, New York: Delmar Learning.

Gibran, K. (1923). The prophet (114th ed.). New York: Alfred A. Kopf, Inc.

Glickman C. D., Gordon, S. P., & Ross-Gordon, J. M.; (1998). Supervision of instruction: A developmental approach (4th  ed.). Boston: Allyn and Bacon.

Gonzalez-Mena, G. (2005). Diversity in early care and education: Honoring differences (4rth ed.). New York: McGraw-Hill.

Goodman, J. (2004). Change without a difference: School restructuring in historical perspective. Harvard Educational Review, 65, 1, 1-29.

Gottlieb, G. (2003). On making behavioral genetics truly developmental. Human Development, 46, 337- 355.

Gottlieb, G., Wahlsten, D., & Lickliter, R. (1989). The significance of biology for human development: A developmental psychobiological systems view. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 233-273. New York: Wiley.

Grande, S. (2000). American Indian identity and intellectualism: the quest for a new red pedagogy. Qualitative Studies in Education, 13, 4, 343-359.

Greenstreet, W. M. (1999). Teaching spirituality in nursing: a literature review, Nurse Education Today, 19, 649-658.

Harris, K. (2007) Re-conceptualizing spirituality in the light of educating young children. International Journal of Children’s Spirituality, 12, 3, 263-275.

Henderson, H. A. & Wachs, T. D. (2007). Temperament theory and the study of cognition—emotion interactions across development. ScienceDirect, Developmental Review 27, 396—427.

Hutter-Pishgahi, L. (2006). Social-emotional development. Early Childhood Briefing Paper Series: All Children Ready for School. Indiana Institute on Disability and Community, Early Childhood Center, downloaded May 5, 2009 http://www.iidc.indiana.edu/ecc/Content/SRUD-SocialEmotional.pdf

Izard, C. (2007). Basic emotion, natural kinds, emotion schemas, and a new paradigm. Perspectives on Psychological Science, Association for Psychological Science, 2, 3, 260—280.

Kagan, J. (1994). Galen’s prophecy: Temperament in human nature. New York: Basic Books.

Kagan, S. L.; & Neuman, M. J. (1997). Conceptual Leadership. In Kagan, S. L. & Bowman, B. T. (Eds.) Leadership in early care and education. Washington D.C.: National Association for the Education of Young Children.

Katz, L., & Chard, S. (2000). Engaging children’s minds: The project approach (2nd ed.). Stanford, Connecticut: Ablex Publishing Corporation.

Kawagley, A. O. (1995). A Yupiaq worldview: A pathway to ecology and spirit. Prospect Heights, Illinois: Waveland Press Inc.

Klug, B.J. & Whitfield, P. (2003). Case Studies (Chapter 8). Widening the Circle: Culturally Relevant Pedagogy for American Indian Children. New York: RoutledgeFalmer.

Kohn, A. (1995). Punished by rewards. New York: Houghton Mifflin Co.

Kohn, A. (2005). Unconditional parenting: moving from rewards and punishments to love and reason. New York: Atria Books.

Kunzman, R. (2006). Grappling with the good: Talking about religion and morality in public schools. Albany, New York: SUNY Press.

Leseman, P. P. M., Rollenberg, L; & Rispens, J. (2001). Playing and working in kindergarten: Cognitive co- construction in two educational situations. Early Childhood Research Quarterly, 16, 363-384.

Lester, R. K.; Piore, M. J.; & Malek, K. M. (1998). Interpretive management: What general managers can learn from design. Harvard Business Review. Vol. 76, Iss. 2.

Lewis, M. D. (1993). Early socioemotional predictors of cognitive competency at 4 years. Developmental Psychology, 25, 343-354.

Lewis, M.D. (2005). Bridging emotion theory and neurobiology through dynamic systems modeling. Behavioral and Brain Sciences, 28, 169-245.

Likert, R.; (1961). New patterns of management. New York: McGraw Hill.

Lipka, J.; Mohatt, G. & the Ciulistet Group (1998). Transforming the culture of schools: Yup’ik Eskimo examples. Mahwah, NJ: Lawrence Earlbaum Associates Publishers.

Lomawaima, K. T., & McCarty, T. (2002). Reliability, validity, and authenticity in American Indian and Alaska native research. ERIC Digest: Clearinghouse on Rural Education and Small Schools.

Maslow, A. (1964). Religions, values and peak-experiences. Columbus: Ohio State University Press.

Maslow, A. (1968). Toward a psychology of being. New York: J. Wiley & Sons.

McMullen, M. B. (1999). Research in review: Achieving best practices in infant and toddler care and education. Young Children. 54(4), 69-76.

Meher Baba (1987). Discourses (7th ed.). Myrtle Beach, South Carolina: Sheriar Press.

Morrison, G. (2007). Early childhood education today (10th ed.). Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.

Mutua, K., & Swadener, B.B. (2004). Decolonizing research in cross-cultural contexts: Critical personal narratives. Albany, NY: State University of New York Press.

National Association for the Education of Young Children, (2000). Still unacceptable trends in kindergarten entry and placement: A position statement developed by the national association of early childhood specialists in state departments of education. National Association for the Education of Young Children, downloaded May 6, 2009: http://www.naeyc.org/about/positions/pdf/Psunacc.pdf

National Association for the Education of Young Children, (2004). Where we stand on school readiness.

National Association for the Education of Young Children, downloaded May 6, 2009: http://www.naeyc.org/about/positions/pdf/readiness.pdf

National Research Council, (2000). From neurons to neighborhoods: The science of early childhood development J. P. Shonkoff & D. Phillips (Eds.). Washington D.C.: National Academy Press.

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Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.

Noddings, N. (2003). Happiness and education. Cambridge, United Kingdom: Cambridge University Press.

Palmer, P. J. (2003). The heart of a teacher: Identity and integrity in: A. Lieberman (Ed) The Jossey-Bass Reader on Teaching (San Francisco, CA, Jossey-Bass).

Paramahamsa Hariharananda, (1998). Kriya yoga: The scientific process of soul-culture and the essence of all religions (5th ed.). Calcutta, India: Sm. Bani Chatterjee (Swapna Printing Works Private Limited).

Paramahamsa Yogananda, (1987). Autobiography of a yogi (11th Ed.). Los Angeles, CA: Self-Realization Fellowship.

Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. New York: Teachers College Press.

Perez-Edgar, K. & Fox, N. A. (2007). Temperamental contributions to children’s performance in an emotion-word processing task: A behavioral and electrophysiological study. Brain and Cognition, 65, 22-35.

Pinar, W. (Ed.) (1976). Sanity, madness, and the school. In W. Pinar (Ed.) Curriculum studies: The reconceptualization (pp. 359-383). Troy, NY: Educator’s International Press.

Purpel, D. E. & McLaurin, Jr., W. M. (2004). Reflections on the moral and spiritual crisis in education. New York: Peter Lang Publishing.

Rice, M. (2003). Can reflective practice guide me in making better decisions for my early childhood classroom? Innovations and Perspectives website via Virginia Department of Education’s Training and Technical Assistance Center at Virginia Commonwealth University. http://www.ttacnews.vcu.edu/2013/02/reflectivepractice/

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Sammons, P.; Sylva, K.; Melhuish, E.; Siraj-Blatchford, I.; Taggart, B.; Hunt, S.; Jelicic, H. (2008). Influences on children’s cognitive and social development in year 6. U.K. Department for Children, Schools, and Families, Research Brief, downloaded May 4, 2009: www.dcsf.gov.uk/reserach/

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Starratt, R. J. (2004). Ethical leadership. San Francisco, CA: Jossey-Bass Publishing.

Stieben, J., Lewis, M. D., Granic, I., Zelazo, P. D., Segalowitz, S., & Pepler, D. (2007). Neurophysiological mechanisms of emotion regulation for subtypes of externalizing children. Development and Psychopathology, 19, 455-480.

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