Искусство разговаривать с детьми. Как найти время для важных разговоров с ребенком и грамотно их вести

Библиографический список

Aboujaoude, Elias, Matthew W. Savage, Vladan Starcevic, and Wael O. Salame. “Cyberbullying: Review of an Old Problem Gone Viral.” Journal of Adolescent Health 57, no. 1 (2015): 10–18. https://doi.org/10.1016/j.jadohealth.2015.04.011.

AJMC Staff. “A Timeline of COVID-19 Developments in 2020.” AJMC, January 1, 2021. https://www.ajmc.com/view/a-timeline-of-covid19-developments-in-2020.

Alcott, Louisa May. Little Women. Edited by John Escott. Oxford Univ.Press, 2008.

Alexander, Jessica Joelle, and Iben Dissing Sandahl. The Danish Way of Parenting: What the Happiest People in the World Know about Raising Confident, Capable Kids. New York: TarcherPerigee, 2016.

Allen, Susie. “Parents’ Math Anxiety Can Undermine Children’s Math Achievement.” Univ. of Chicago News, August 10, 2015. https://news.uchicago.edu/story/parents-math-anxiety-can-undermine-childrens-math-achievement.

Allport, Gordon W. The Nature of Prejudice. Garden City, NY: Doubleday, 1958.

Alper, Meryl, Vikki S. Katz, and Lynn Schofield Clark. “Researching Children, Intersectionality, and Diversity in the Digital Age.” Journal of Children and Media 10, no. 1 (February 2016): 107—14. https://doi.org/10.1080/17482798.2015.1121886.

Amati, Viviana, Silvia Meggiolaro, Giulia Rivellini, and Susanna Zaccarin. “Social Relations and Life Satisfaction: The Role of Friends.” Genus 74, no. 7 (2018). https://doi.org/10.1186/s41118-018-0032-z.

Amir, Dorsa, Matthew R. Jordan, Katherine McAuliffe, Claudia R. Valeggia, Lawrence S. Sugiyama, Richard G. Bribiescas, J. Josh Snodgrass, and Yarrow Dunham. “The Developmental Origins of Risk and Time Preferences across Diverse Societies.” Journal of Experimental Psychology: General 149, no. 4 (2020): 650—61. https://doi.org/10.1037/xge0000675.

Anderson, Norman B., and Rodolfo A. Bulatao. Understanding Racial and Ethnic Differences in Health in Late Life: A Research Agenda. Washington, DC: National Academies Press, 2004. “Anticipation-Action-Reflection Cycle – OECD Future of Education and Skills 2030.” OECD. Accessed June 1, 2021. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/aar-cycle/.

Aristotle. Aristotle: Nicomachean Ethics. Edited by Sarah Broadie and Christopher Rowe. Oxford: Oxford Univ. Press, 2002.

Arseneault, Louise. “Annual Research Review: The Persistent and Pervasive Impact of Being Bullied in Childhood and Adolescence: Implications for Policy and Practice.” Journal of Child Psychology and Psychiatry 59, no. 4 (2017): 405—21. https://doi.org/10.1111/jcpp.12841.

Artino, Anthony R. “Academic Self-Efficacy: From Educational Theory to Instructional Practice.” Perspectives on Medical Education 1, no. 2 (November 2012): 76–85. https://doi.org/10.1007/s40037-012-0012-5. “Atlanta Speech School: Homepage.” Atlanta Speech School, accessed April 9, 2021. https://www.atlantaspeechschool.org/.

Bagwell, Catherine L., Andrew F. Newcomb, and William M. Bukowski.“Preadolescent Friendship and Peer Rejection as Predictors of Adult Adjustment.” In Interpersonal Development. Edited by Brett Laursen and Rita Žukauskienė, 267—80. London: Routledge, 2017.

Bandura, Albert. “Perceived Self-Efficacy in the Exercise of Personal Agency.” Journal of Applied Sport Psychology 2, no. 2 (1990): 128—63. https://doi.org/10.1080/10413209008406426.

Bandura, Albert. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall, 1995.

Barnett, L.A. “The Nature of Playfulness in Young Adults.” Personality and Individual Differences 43, no. 4 (2007): 949—58. https://doi.org/10.1016/j.paid.2007.02.018.

Baron-Cohen, Simon, Alan M. Leslie, and Uta Frith. “Does the Autistic Child Have a ‘Theory of Mind’?” Cognition 21, no. 1 (1985): 37–46. https://doi.org/10.1016/0010-0277(85)90022-8.

Bates, John E., Gregory S. Pettit, Kenneth A. Dodge, and Beth Ridge. “Interaction of Temperamental Resistance to Control and Restrictive Parenting in the Development of Externalizing Behavior.” Developmental Psychology 34, no. 5 (1998): 982—95. https://doi.org/10.1037/0012-1649.34.5.982.

Beghetto, Ronald A., and Maciej Karwowski. “Educational Consequences of Creativity: A Creative Learning Perspective.” Creativity. Theories – Research-Applications 5, no. 2 (January 2018): 146—54. https://doi.org/10.1515/ctra-2018-0011.

Bell, Nanci. “Gestalt Imagery: A Critical Factor in Language Comprehension.” Annals of Dyslexia 41, no. 1 (1991): 246—60. https://doi.org/10.1007/bf02648089.

Bell, Nanci. Visualizing and Verbalizing: For Language Comprehension and Thinking. Avila Beach, CA: Gander, 2007.

Bell, Nanci. “Visualizing and Verbalizing: Q and A with Nanci Bell of Lindamood-Bell.” Reading Rockets. Accessed October 15, 2019. https://www.readingrockets.org/article/visualizing-and-verbalizing-q-and-nanci-bell-lindamood-bell.

Belsky, Jay, and Kevin M. Beaver. “Cumulative-Genetic Plasticity, Parenting and Adolescent Self-Regulation.” Journal of Child Psychology and Psychiatry 52, no. 5 (May 2011): 619—26. https://doi.org/10.1111/j.1469–7610.2010.02327.x.

Belsky, Jay, and Sara R. Jaffee. “The Multiple Determinants of Parenting.” In Developmental Psychopathology. Edited by Dante Cicchetti and Donald J. Cohen, 38–85. New York: John Wiley & Sons, 2015. https://doi.org/10.1002/9780470939406.ch2.

Bensalah, Leila, Stéphanie Caillies, and Marion Anduze. “Links among Cognitive Empathy, Theory of Mind, and Affective Perspective Taking by Young Children.” Journal of Genetic Psychology 177, no. 1 (2016): 17–31.https://doi.org/10.1080/00221325.2015.1106438.

Berko, Jean. “The Child’s Learning of English Morphology.” Word 14, no. 2–3 (1958): 150—77. https://doi.org/10.1080/00437956.1958.11659661.

Berliner, David. “Rational Responses to High Stakes Testing: The Case of Curriculum Narrowing and the Harm That Follows.” Cambridge Journal of Education 41, no. 3 (2011): 287–302. https://doi.org/10.1080/0305764x.2011.607151.

Bernstein, Basil B. Class, Codes and Control. London: Routledge, 2009.

Bhattacharya, Kunal, Asim Ghosh, Daniel Monsivais, Robin I.M. Dunbar, and Kimmo Kaski. “Sex Differences in Social Focus across the Life Cycle in Humans.” Royal Society Open Science 3, no. 4 (2016): 160097. https://doi.org/10.1098/rsos.160097.

Bialystok, Ellen. “The Bilingual Adaptation: How Minds Accommodate Experience.” Psychological Bulletin 143, no. 3 (2017): 233—62. https://doi.org/10.1037/bul0000099.

Bialystok, Ellen, Fergus I.M. Craik, and Gigi Luk. “Bilingualism: Consequences for Mind and Brain.” Trends in Cognitive Sciences 16, no. 4 (2012): 240—50. https://doi.org/10.1016/j.tics.2012.03.001.

Bidwell, Allie. “The History of Common Core State Standards.” U.S. News & World Report, February 27, 2014. https://www.usnews.com/news/special-reports/articles/2014/02/27/the-history-of-common-core-state-standards.

Birch, S.A.J., V. Li, T. Haddock, S.E. Ghrear, P. Brosseau-Liard, A. Baimel, and M. Whyte. “Perspectives on Perspective Taking.” In Advances in Child Development and Behavior. Edited by Janette B. Benson, 185–226.Vancouver: Univ. of British Columbia, 2017. https://doi.org/10.1016/bs.acdb.2016.10.005.

Blakemore, Erin. “Race and Ethnicity: How Are They Different?” National Geographic, February 22, 2019. https://www.nationalgeographic.com/culture/article/race-ethnicity.

Bodrova, Elena. “Make-Believe Play versus Academic Skills: A Vygotskian Approach to Today’s Dilemma of Early Childhood Education.” European Early Childhood Education Research Journal 16, no. 3 (2008): 357—69. https://doi.org/10.1080/13502930802291777.

Boers, Elroy, Mohammad H. Afzali, Nicola Newton, and Patricia Conrod.“Association of Screen Time and Depression in Adolescence.” JAMA Pediatrics 173, no. 9 (January 2019): 853—59. https://doi.org/10.1001/jamapediatrics.2019.1759.

Borba, Michele. UnSelfie: Why Empathetic Kids Succeed in Our All-About-Me World. New York: Touchstone, 2016.

Bornstein, Marc H., and Martha E. Arterberry. “The Development of Object Categorization in Young Children: Hierarchical Inclusiveness, Age, Perceptual Attribute, and Group versus Individual Analyses.” Developmental Psychology 46, no. 2 (2010): 350—65. https://doi.org/10.1037/a0018411.

Bosson, Mélanie S., Marco G.P. Hessels, Christine Hessels-Schlatter, Jean-Louis Berger, Nadine M. Kipfer, and Fredi P. Büchel. “Strategy Acquisition by Children with General Learning Difficulties through Metacognitive Training.” Australian Journal of Learning Difficulties 15, no. 1 (2010): 13–34. https://doi.org/10.1080/19404150903524523.

Bottino, Sara Mota Borges, Cássio M.C. Bottino, Caroline Gomez Regina, Aline Villa Lobo Correia, and Wagner Silva Ribeiro. “Cyberbullying and Adolescent Mental Health: Systematic Review.” Cadernos de Sáde Pública 31, no. 3 (2015): 463—75. https://doi.org/10.1590/0102-311x00036114.

Bowlby, John. “The Growth of Independence in the Young Child.” Journal (Royal Society of Health) 76, no. 9 (1955): 587—91. https://doi.org/10.1177/146642405507600912.

Boyce, W. Thomas. The Orchid and the Dandelion: Why Sensitive Children Face Challenges and How All Can Thrive. New York: Vintage, 2019.

Brach, Tara. Radical Acceptance: Embracing Your Life With the Heart of a Buddha. New York: Bantam Dell, 2003.

Brackett, Marc A. Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive. New York: Celadon Books, 2019.

Brackett, Marc A., Susan E. Rivers, Maria R. Reyes, and Peter Salovey. “Enhancing Academic Performance and Social and Emotional Competence with the RULER Feeling Words Curriculum.” Learning and Individual Differences 22, no. 2 (2012): 218—24. https://doi.org/10.1016/j.lindif.2010.10.002.

Bransford, John D., Rodney R. Cocking, and Ann L. Brown. How People Learn: Brain, Mind, Experience, and School, Expanded Edition. Washington, DC: National Academies Press, 2000.

Brewer, Rebecca, and Jennifer Murphy. “People with Autism Can Read Emotions, Feel Empathy.” Scientific American, July 13, 2016. https://www.scientificamerican.com/article/people-with-autism-can-read-emotions-feel-empathy1/.

Bridgett, David J., Maria A. Gartstein, Samuel P. Putnam, Talia McKay, Erin Iddins, Christopher Robertson, Kristin Ramsay, and Anna Rittmueller.“Maternal and Contextual Influences and the Effect of Temperament Development during Infancy on Parenting in Toddlerhood.” Infant Behavior and Development 32, no. 1 (2009): 103—16. https://doi.org/10.1016/j.infbeh.2008.10.007.

Brinthaupt, Thomas M., and Christian T. Dove. “Differences in Self-Talk Frequency as a Function of Age, Only-Child, and Imaginary Childhood Companion Status.” Journal of Research in Personality 46, no. 3 (2012): 326—33. https://doi.org/10.1016/j.jrp.2012.03.003.

Briscoe-Smith, Allison, and Sandra Chapman. “Supporting Kids of Color in the Wake of Racialized Violence: Part One.” EmbraceRace. Accessed June 3, 2021. https://www.embracerace.org/resources/supporting-kids-of-color-in-the-wake-of-racialized-violenc-part-one.

Brody, Jane E. “How to Avoid Burnout in Youth Sports.” New York Times, May 7, 2018. https://www.nytimes.com/2018/05/07/well/how-to-avoid-burnout-in-youth-sports.html.

Bronson, Po, and Ashley Merryman. NurtureShock: New Thinking About Children. New York: Twelve, 2009.

Brown, B. Bradford, and Jeremy P. Bakken. “Parenting and Peer Relationships: Reinvigorating Research on Family-Peer Linkages in Adolescence.” Journal of Research on Adolescence 21, no. 1 (2011): 153—65. https://doi.org/10.1111/j.1532–7795.2010.00720.x.

Brown, Stuart L., and Christopher C. Vaughan. Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul. New York: Avery, 2010.

Bucci, Monica, Sara Silvério Marques, Debora Oh, and Nadine Burke Harris. “Toxic Stress in Children and Adolescents.” Advances in Pediatrics 63, no. 1 (2016): 403—28. https://doi.org/10.1016/j.yapd.2016.04.002.

Bucket Fillers. Accessed May 11, 2021. https://bucketfillers101.com/. “Building Emotional Intelligence Playfully.” Generation Mindful. Accessed June 6, 2021. https://genmindful.com/.

Burkus, David. “Want Your Kids (or Employees) to Have More Grit? Add This Rule.” Inc.com., August 22, 2016. https://www.inc.com/david-burkus/want-your-kids-or-employees-to-have-more-grit-add-this-rule.html.

Burns, David D. Feeling Good: The New Mood Therapy. New York: Morrow, 1980.

Bustamante, Andres S., and Kathy Hirsh-Pasek.“Are Our Preschool Teachers Worth More Than They Were Two Months Ago?” Brookings. April 13, 2020.https://www.brookings.edu/blog/education-plus-development/2020/04/13/are-our-preschool-teachers-worth-more-than-they-were-two-months-ago/.

Buttelmann, David, Norbert Zmyj, Moritz Daum, and Malinda Carpenter. “Selective Imitation of In-Group Over Out-Group Members in 14-Month-Old Infants.” Child Development 84, no. 2 (2012): 422—28. https://doi.org/10.1111/j.1467–8624.2012.01860.x. Cain, Kate, and Jane Oakhill. “Matthew Effects in Young Readers: ReadingComprehension and Reading Experience Aid Vocabulary Development.” Journal of Learning Disabilities 44, no. 5 (2011): 431—43.https://doi.org/10.1177/0022219411410042.

Cain, Susan. Quiet: The Power of Introverts in a World That Can’t Stop Speaking. New York: Crown Publishers, 2012.

Carvalho, Thiago, Florian Krammer, and Akiko Iwasaki. “The First 12 Months of COVID-19: A Timeline of Immunological Insights.” Nature Reviews Immunology 21, no. 4 (2021): 245—56. https://doi.org/10.1038/s41577-021-00522-1.

Castles, Anne, Kathleen Rastle, and Kate Nation. “Ending the Reading Wars: Reading Acquisition from Novice to Expert.” Psychological Science in the Public Interest 19, no. 1 (2018): 5—51. https://doi.org/10.1177/1529100618772271.

Cates, Carolyn Brockmeyer, Benard P. Dreyer, Samantha B. Berkule, Lisa J.White, Jenny A. Arevalo, and Alan L. Mendelsohn. “Infant Communication and Subsequent Language Development in Children from Low-Income Families.” Journal of Developmental & Behavioral Pediatrics 33, no. 7 (2012): 577—85. https://doi.org/10.1097/dbp.0b013e318264c10f.

Chae, Seong Wook, Young Wook Seo, and Kun Chang Lee. “Task Difficulty and Team Diversity on Team Creativity: Multi-Agent Simulation Approach.” Computers in Human Behavior 42 (2015): 83–92. https://doi.org/10.1016/j.chb.2014.03.032.

Chartrand, Tanya L., and John A. Bargh. “The Chameleon Effect: The Perception – Behavior Link and Social Interaction.” Journal of Personality and Social Psychology 76, no. 6 (1999): 893–910. https://doi.org/10.1037/0022-3514.76.6.893.

Chatzipanteli, Athanasia, Vasilis Grammatikopoulos, and Athanasios Gregoriadis. “Development and Evaluation of Metacognition in Early Childhood Education.” Early Child Development and Care 184, no. 8 (2013): 1223—32. https://doi.org/10.1080/03004430.2013.861456.

Checa, Purificación, and Alicia Abundis-Gutierrez. “Parenting and Temperament Influence on School Success in 9—13 Year Olds.” Frontiers in Psychology 8 (December 2017). https://doi.org/10.3389/fpsyg.2017.00543.

Chen, Nan, Kirby Deater-Deckard, and Martha Ann Bell. “The Role of Temperament by Family Environment Interactions in Child Maladjustment.” Journal of Abnormal Child Psychology 42, no. 8 (March 2014): 1251—62. https://doi.org/10.1007/s10802-014-9872-y. Chen, Patricia, Omar Chavez, Desmond C. Ong, and Brenda Gunderson. “Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance.” Psychological Science 28, no. 6 (2017): 774—85. https://doi.org/10.1177/0956797617696456.

Cheney-Rice, Zak. “Never Stop Running.” Intelligencer, May 8, 2020. https://nymag.com/intelligencer/2020/05/ahmaud-arbery-death-and-joy.html.

Cheng, Alice W., Janet Chang, Janine O’Brien, Marc S. Budgazad, and Jack Tsai. “Model Minority Stereotype: Influence on Perceived Mental Health Needs of Asian Americans.” Journal of Immigrant and Minority Health 19, no. 3 (2016): 572—81. https://doi.org/10.1007/s10903-016-0440-0.

Cherng, Hua-Yu Sebastian. “If They Think I Can: Teacher Bias and Youth of Color Expectations and Achievement.” Social Science Research 66 (2017): 170—86. https://doi.org/10.1016/j.ssresearch.2017.04.001.

Chin, Mark J., David M. Quinn, Tasminda K. Dhaliwal, and Virginia S. Lovison. “Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes.” Educational Researcher 49, no. 8 (2020): 566—78. https://doi.org/10.3102/0013189x20937240.

Chouinard, Michael M. “Children’s Questions: A Mechanism for Cognitive Development.” Monographs of the Society for Research in Child Development 72, no. 1 (March 2007): vii – ix, 1-112; discussion 113-26. https://doi.org/10.1111/j.1540–5834.2007.00412.x.

Choudhury, Suparna, Sarah-Jayne Blakemore, and Tony Charman. “Social Cognitive Development during Adolescence.” Social Cognitive and Affective Neuroscience 1, no. 3 (January 2006): 165—74. https://doi.org/10.1093/scan/nsl024.

Christakis, Erika. The Importance of Being Little: What Young Children Really Need from Grownups. New York: Penguin Putnam, 2016.

Cillessen, Antonius H.N., and Lara Mayeux. “From Censure to Reinforcement: Developmental Changes in the Association between Aggression and Social Status.” Child Development 75, no. 1 (2004): 147—63. https://doi.org/10.1111/j.1467–8624.2004.00660.x.

Cillessen, Antonius H.N., and Amanda J. Rose. “Understanding Popularity in the Peer System.” Current Directions in Psychological Science 14, no. 2 (2005): 102—5. https://doi.org/10.1111/j.0963–7214.2005.00343.x.

Civiletti, Denise. “New Assistant Principal Named at Aquebogue Elementary School.” RiverheadLOCAL, September 14, 2019. https://riverheadlocal.com/2019/09/14/new-assistant-principal-nam-ed-at-aquebogue-elementary-school/.

Clark, Karen E., and Gary W. Ladd. “Connectedness and Autonomy Support in Parent – Child Relationships: Links to Children’s Socioemotional Orientation and Peer Relationships.” Developmental Psychology 36, no. 4 (2000): 485—98. https://doi.org/10.1037/0012-1649.36.4.485.

Clauser, Grant. “Amazon’s Alexa Never Stops Listening to You. Should You Worry?” New York Times, August 8, 2019. https://www.nytimes.com/wirecutter/blog/amazons-alexa-never-stops-listening-to-you/.

Cloninger, C. Robert. “A Psychobiological Model of Temperament and Character.” Archives of General Psychiatry 50, no. 12 (January 1993): 975. https://doi.org/10.1001/archpsyc.1993.01820240059008.

Cloninger, C. Robert, Kevin M. Cloninger, Igor Zwir, and Liisa Keltikangas-Järvinen. “The Complex Genetics and Biology of Human Temperament: A Review of Traditional Concepts in Relation to New Molecular Findings.” Translational Psychiatry 9, no. 1 (November 2019). https://doi.org/10.1038/s41398-019-0621-4.

Cohen, Lawrence J. Playful Parenting. New York: Ballantine Books, 2002.

Cole, David A., Melissa A. Maxwell, Tammy L. Dukewich, and Rachel Yosick. “Targeted Peer Victimization and the Construction of Positive and Negative Self-Cognitions: Connections to Depressive Symptoms in Children.” Journal of Clinical Child & Adolescent Psychology 39, no. 3 (2010): 421—35. https://doi.org/10.1080/15374411003691776.“The Common Core FAQ.” NPR, May 27, 2014. https://www.npr.org/sections/ed/2014/05/27/307755798/the-common-core-faq#q4. “The Common Sense Census: Media Use by Tweens and Teens, 2019: Common Sense Media.” Common Sense Media, October 28, 2019. https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-tweens-and-teens-2019.

Coogle, Christan Grygas, Allison Ward Parsons, Leslie La Croix, and Jennifer R. Ottley. “A Comparison of Dialogic Reading, Modeling, and Dialogic Reading Plus Modeling.” Infants & Young Children 33, no. 2 (2020): 119—31. https://doi.org/10.1097/iyc.0000000000000162.

Coplan, Robert J., Kavita Prakash, Kim O’Neil, and Mandana Armer. “Do You ‘Want’ to Play? Distinguishing Between Conflicted Shyness and Social Disinterest in Early Childhood.” Developmental Psychology 40, no. 2 (2004): 244—58. https://doi.org/10.1037/0012-1649.40.2.244.

Crenshaw, Kimberlé. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.” Stanford Law Review 43, no. 6 (1991): 1241—99. https://doi.org/10.2307/1229039.

Crosson, Amy C., and Nonie K. Lesaux. “Connectives.” The Reading Teacher 67, no. 3 (2013): 193–200. https://doi.org/10.1002/trtr.1197.

Crown, Cynthia L., Stanley Feldstein, Michael D. Jasnow, Beatrice Beebe, and Joseph Jaffe. “The Cross-Modal Coordination of Interpersonal Timing: Six-Week-Olds Infants’ Gaze with Adults’ Vocal Behavior.” Journal of Psycholinguistic Research 31, no. 1 (January 2002): 1—23. https://doi.org/10.1023/a:1014301303616.

Csikszentmihalyi, Mihaly. Flow: The Psychology of Optimal Experience. New York: Harper Perennial, 2008.

Cui, Lixian, Michael M. Criss, Erin Ratliff, Zezhen Wu, Benjamin J. Houltberg, Jennifer S. Silk, and Amanda Sheffield Morris. “Longitudinal Links between Maternal and Peer Emotion Socialization and Adolescent Girls’ Socioemotional Adjustment.” Developmental Psychology 56, no. 3 (2020): 595–607. https://doi.org/10.1037/dev0000861.

Cundiff, Jenny M., and Karen A. Matthews. “Friends with Health Benefits: The Long-Term Benefits of Early Peer Social Integration for Blood Pressure and Obesity in Midlife.” Psychological Science 29, no. 5 (2018): 814—23. https://doi.org/10.1177/0956797617746510.

Dadds, Mark R., Kirsten Hunter, David J.D. Hawes, Aaron D. Frost, Shane Vassallo, Paul Bunn, Sabine Merz, and Yasmeen El Masry. “A Measure of Cognitive and Affective Empathy in Children Using Parent Ratings.” Child Psychiatry and Human Development 39, no. 2 (2007): 111—22. https://doi.org/10.1007/s10578-007-0075-4.

Dadds, Mark Richard, Avril Jessica Cauchi, Subodha Wimalaweera, David John Hawes, and John Brennan. “Outcomes, Moderators, and Mediators of Empathic-Emotion Recognition Training for Complex Conduct Problems in Childhood.” Psychiatry Research 199, no. 3 (2012): 201—7. https://doi.org/10.1016/j.psychres.2012.04.033.

Darnon, Céline, Benoît Dompnier, Ophélie Gilliéron, and Fabrizio Butera. “The Interplay of Mastery and Performance Goals in Social Comparison: A Multiple-Goal Perspective.” Journal of Educational Psychology 102, no. 1 (2010): 212—22. https://doi.org/10.1037/a0018161.

Davis, Elizabeth L., Linda J. Levine, Heather C. Lench, and Jodi A. Quas. “Metacognitive Emotion Regulation: Children’s Awareness That Changing Thoughts and Goals Can Alleviate Negative Emotions.” Emotion 10, no. 4 (2010): 498–510. https://doi.org/10.1037/a0018428.

Deaux, Kay, and Laurie L. Lewis. “Structure of Gender Stereotypes: Interrelationships among Components and Gender Label.” Journal of Personality and Social Psychology 46, no. 5 (1984): 991—1004. https://doi.org/10.1037/0022-3514.46.5.991.

Deci, Edward L., and Richard M. Ryan. “Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health.” Canadian Psychology/Psychologie Canadienne 49, no. 3 (2008): 182—85. https://doi.org/10.1037/a0012801.

Deci, Edward L., and Richard M. Ryan. “Self-Determination.” In The Corsini Encyclopedia of Psychology. Edited by Irving R. Weiner and W. Edward Craighead. New York: John Wiley & Sons, 2010. https://doi.org/10.1002/9780470479216.corpsy0834.

Denby, David. “The Limits of ‘Grit.’ ” The New Yorker, June 21, 2016. https://www.newyorker.com/culture/culture-desk/the-limits-of-grit.

Denworth, Lydia. Friendship: The Evolution, Biology, and Extraordinary Power of Life’s Fundamental Bond. New York: W.W. Norton, 2020.

Derber, Charles. The Pursuit of Attention: Power and Ego in Everyday Life. New York: Oxford Univ. Press, 2001.

Devine, Rory T., and Claire Hughes. “Let’s Talk: Parents’ Mental Talk (Not Mind-Mindedness or Mindreading Capacity) Predicts Children’s False Belief Understanding.” Child Development 90, no. 4 (August 2017): 1236—53. https://doi.org/10.1111/cdev.12990.

Diamond, Adele, W. Steven Barnett, Jessica Thomas, and Sarah Munro. “The Early Years: Preschool Program Improves Cognitive Control.” Science 318, no. 5855 (2007): 1387—88. https://doi.org/10.1126/science.1151148.

Dignath, Charlotte, and Gerhard Büttner. “Components of Fostering Self-Regulated Learning among Students. A Meta-Analysis

on Intervention Studies at Primary and Secondary School Level.” Metacognition and Learning 3, no. 3 (January 2008): 231—64. https://doi.org/10.1007/s11409-008-9029-x.

Dodici, Beverly J., Dianne C. Draper, and Carla A. Peterson. “Early Parent – Child Interactions and Early Literacy Development.” Topics in Early Childhood Special Education 23, no. 3 (2003): 124—36. https://doi.org/10.1177/02711214030230030301.

Druckerman, Pamela. Bringing Up Bébе: One American Mother Discovers the Wisdom of French Parenting. New York: Penguin Books, 2012.

Duckworth, Angela L., Christopher Peterson, Michael D. Matthews, and Dennis R. Kelly. “Grit: Perseverance and Passion for Long-Term Goals.” Journal of Personality and Social Psychology 92, no. 6 (2007): 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087.

Duncan, Larissa G., J. Douglas Coatsworth, and Mark T. Greenberg. “A Model of Mindful Parenting: Implications for Parent – Child Relationships and Prevention Research.” Clinical Child and Family Psychology Review 12, no. 3 (February 2009): 255—70. https://doi.org/10.1007/s10567-009-0046-3.

Dweck, Carol S. “Beliefs Are Central to Understanding Human Motivation.” PsycEXTRA Dataset, 2014. https://doi.org/10.1037/e515492014-004.

Dweck, Carol S. “Messages That Motivate: How Praise Molds Students’ Beliefs, Motivation, and Performance (in Surprising Ways).” In Improving Academic Achievement. Edited by Joshua Aronson, 37–60. New York: Academic Press, 2002. https://doi.org/10.1016/b978-012064455-1/50006-3.

Dweck, Carol S. Mindset: The New Psychology of Success. New York: Ballantine Books, 2008.

Dweck, Carol S., and Ellen L. Leggett. “A Social-Cognitive Approach to Motivation and Personality.” Psychological Review 95, no. 2 (1988): 256—73. https://doi.org/10.1037/0033-295x.95.2.256.

Dweck, Carol. “Carol Dweck Revisits the ‘Growth Mindset’ (Opinion).” Education Week, September 22, 2015. https://www.edweek.org/leadership/opinion-carol-dweck-revisits-the-growth-mindset/2015/09.

Dweck, Carol. “The Power of Believing That You Can Improve.” TED, November 2014. https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve. “Dyslexia Basics.” International Dyslexia Association, March 10, 2020. https://dyslexiaida.org/dyslexia-basics/.

Edison, Thomas A., and Dagobert D. Runes. The Diary and Observations of Thomas Alva Edison. New York: Philosophical Library, 1976.

Eisenberg, Nancy, Richard A. Fabes, Stephanie A. Shepard, Ivanna K. Guthrie, Bridget C. Murphy, and Mark Reiser. “Parental Reactions to Children’s Negative Emotions: Longitudinal Relations to Quality of Children’s Social Functioning.” Child Development 70, no. 2 (1999): 513—34. https://doi.org/10.1111/1467-8624.00037.

Elbow, Peter. “Bringing the Rhetoric of Assent and the Believing Game Together – and into the Classroom.” College English 67, no. 4 (January 2005): 388–399. https://doi.org/10.2307/30044680.

Elliot, Andrew J., and Carol S. Dweck. Handbook of Competence and Motivation. New York: Guilford Press, 2007.

Ellis, Bruce J., JeanMarie Bianchi, Vladas Griskevicius, and Willem E. Frankenhuis. “Beyond Risk and Protective Factors: An Adaptation-Based Approach to Resilience.” Perspectives on Psychological Science 12, no. 4 (2017): 561—87. https://doi.org/10.1177/1745691617693054.

Else-Quest, Nicole M., Janet Shibley Hyde, H. Hill Goldsmith, and Carol A. Van Hulle. “Gender Differences in Temperament: A Meta-Analysis.” Psychological Bulletin 132, no. 1 (2006): 33–72. https://doi.org/10.1037/0033-2909.132.1.33.

Ely, Richard, and Jean Berko Gleason. “I’m Sorry I Said That: Apologies in Young Children’s Discourse.” Journal of Child Language 33, no. 3 (2006): 599–620. https://doi.org/10.1017/s0305000906007446.

Ely, Richard, Jean Berko Gleason, Ann MacGibbon, and Elena Zaretsky. “Attention to Language: Lessons Learned at the Dinner Table.” Social Development 10, no. 3 (2001): 355—73. https://doi.org/10.1111/1467-9507.00170.

EmbraceRace. “EmbraceRace.” Accessed June 8, 2021. https://www.embracerace.org/.

“Emotions Matter.” RULER Approach. Accessed June 1, 2021. https://www.rulerapproach.org/.

Escolano-Pérez, Elena, Maria Luisa Herrero-Nivela, and M. Teresa Anguera. “Preschool Metacognitive Skill Assessment in Order to Promote Educational Sensitive Response from Mixed-Methods Approach: Complementarity of Data Analysis.” Frontiers in Psychology 10 (2019). https://doi.org/10.3389/fpsyg.2019.01298.

Evans, Angela D., Alison M. O’Connor, and Kang Lee. “Verbalizing a Commitment Reduces Cheating in Young Children.” Social Development 27, no. 1 (2017): 87–94. https://doi.org/10.1111/sode.12248.

Faber, Adele, Elaine Mazlish, Joanna Faber, Kimberly Ann Coe, and Kimberly Ann Coe. How to Talk so Kids Will Listen & Listen so Kids Will Talk. New York: Simon & Schuster, 2012.

Fahy, Jill K. “Language and Executive Functions: Self-Talk for Self-Regulation.” Perspectives on Language Learning and Education 21, no. 2 (2014): 61–71. https://doi.org/10.1044/lle21.2.61.

Farkas, Chamarrita, and Claire Vallotton. “Differences in Infant Temperament between Chile and the US.” Infant Behavior and Development 44 (2016): 208—18. https://doi.org/10.1016/j.infbeh.2016.07.005.

Farrant, Brad M., Tara A.J. Devine, Murray T. Maybery, and Janet Fletcher. “Empathy, Perspective Taking and Prosocial Behaviour: The Importance of Parenting Practices.” Infant and Child Development 21, no. 2 (June 2011): 175—88. https://doi.org/10.1002/icd.740.

Feldman, Ruth. “Parent-Infant Synchrony: A Biobehavioral Model of Mutual Influences in the Formation of Affiliative Bonds.” Monographs of the Society for Research in Child Development 77, no. 2 (2012): 42–51. https://doi.org/10.1111/j.1540–5834.2011.00660.x.

Feldman, Ruth. “The Intrauterine Environment, Temperament, and Development: Including the Biological Foundations of Individual Differences in the Study of Psychopathology and Wellness.” Journal of the American Academy of Child & Adolescent Psychiatry 47, no. 3 (2008): 233—35. https://doi.org/10.1097/chi.0b013e3181613a92.

Ferjan Ramírez, Naja, Sarah Roseberry Lytle, and Patricia K. Kuhl. “Parent Coaching Increases Conversational Turns and Advances Infant Language Development.” Proceedings of the National Academy of Sciences 117, no. 7 (2020): 3484—91. https://doi.org/10.1073/pnas.1921653117.

Fernando, Suman. Mental Health, Race and Culture, third ed. London: Red Globe Press, 2010.

Feshir, Riham. “Remembering George Floyd, the Man.” MPR News, March 8, 2021. https://www.mprnews.org/story/2021/03/08/remembering-george-floyd.

Fink, Elian, Silvana Mareva, and Jenny L. Gibson. “Dispositional Playfulness in Young Children: A Cross-Sectional and Longitudinal Examination of the Psychometric Properties of a New Child Self-Reported Playfulness Scale and Associations with Social Behaviour.” Infant and Child Development 29, no. 4 (2020). https://doi.org/10.1002/icd.2181.“Five Steps for Brain-Building Serve and Return.” Center on the Developing Child at Harvard University, October 29, 2020. https://developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return/.

Fivush, Robyn, and Jessica McDermott Sales. “Coping, Attachment, and Mother-Child Narratives of Stressful Events.” Merrill-Palmer Quarterly 52, no. 1 (2006): 125—50. https://doi.org/10.1353/mpq.2006.0003.

Fivush, Robyn, Jennifer G. Bohanek, and Kelly Marin. “Patterns of Family Narrative Co-Construction in Relation to Adolescent Identity and Well-Being.” In Narrative Development in Adolescence. Edited by Kate C. McLean and Monisha Pasupathi 45–63. Boston: Springer, 2010. https://doi.org/10.1007/978-0-387-89825-4_3.

Fivush, Robyn, Kelly Marin, Kelly McWilliams, and Jennifer G. Bohanek. “Family Reminiscing Style: Parent Gender and Emotional Focus in Relation to Child Well-Being.” Journal of Cognition and Development 10, no. 3 (2009): 210—35. https://doi.org/10.1080/15248370903155866.

Flannery, Raymond B., and Mary R. Harvey. “Psychological Trauma and earned Helplessness: Seligman’s Paradigm Reconsidered.” Psychotherapy: Theory, Research, Practice, Training 28, no. 2 (1991): 374—78. https://doi.org/10.1037/0033-3204.28.2.374.

Frazier, Brandy N., Susan A. Gelman, and Henry M. Wellman. “Young Children Prefer and Remember Satisfying Explanations.” Journal of Cognition and Development 17, no. 5 (2016): 718—36. https://doi.org/10.1080/15248372.2015.1098649.

French, Doran C., and Jody Conrad. “School Dropout as Predicted by Peer Rejection and Antisocial Behavior.” Journal of Research on Adolescence 11, no. 3 (2001): 225—44. https://doi.org/10.1111/1532-7795.00011.

“Frequently Asked Questions.” Dyslexia Help at the University of Michigan. Accessed May 29, 2021. http://dyslexiahelp.umich.edu/answers/faq.

Friedman, Becky, and Jason Fruchter. Daniel Tiger’s Neighborhood: Daniel’s New Friend. New York: Simon Spotlight, 2015.

Fuchs, Douglas, and Lynn S. Fuchs. “Introduction to Response to Intervention: What, Why, and How Valid Is It?” Reading Research Quarterly 41, no. 1 (March 2006): 93—9. https://doi.org/10.1598/rrq.41.1.4.

García, J. Ricardo, and Kate Cain. “Decoding and Reading Comprehension.” Review of Educational Research 84, no. 1 (2014): 74—111. https://doi.org/10.3102/0034654313499616.

Gartstein, Maria A., Samuel P. Putnam, Elaine N. Aron, and Mary K. Rothbart. “Temperament and Personality.” In The Oxford Handbook of Treatment Processes and Outcomes in Psychology. Edited by Sara Maltzman, 11–14. New York: Oxford Univ. Press, 2016, 2016. https://doi.org/10.1093/oxfordhb/9780199739134.013.2.

Gasser, Luciano, and Monika Keller. “Are the Competent the Morally Good? Perspective Taking and Moral Motivation of Children Involved in Bullying.” Social Development 18, no. 4 (2009): 798–816. https://doi.org/10.1111/j.1467–9507.2008.00516.x.

Gayraud, Frédérique, and Sophie Kern. “Influence of Preterm Birth on Early Lexical and Grammatical Acquisition.” First Language 27, no. 2 (2007): 159—73. https://doi.org/10.1177/0142723706075790.

Georgakopoulos, Thanasis. “Semantic Maps.” Linguistics, 2019. https://doi.org/10.1093/obo/9780199772810-0229.

Gerber, Magda. Dear Parent: Caring for Infants with Respect. Los Angeles: Resources for Infant Educarers (RIE), 2003.

Giles, Jessica W., and Gail D. Heyman. “Young Children’s Beliefs about the Relationship between Gender and Aggressive Behavior.” Child Development 76, no. 1 (2005): 107—21. https://doi.org/10.1111/j.1467–8624.2005.00833.x. Gillespie, Nathan A, C. Robert Cloninger, Andrew C. Heath, and Nicholas G. Martin. “The Genetic and Environmental Relationship between Cloninger’s Dimensions of Temperament and Character.” Personality and Individual Differences 35, no. 8 (2003): 1931—46. https://doi.org/10.1016/s0191-8869(03)00042-4.

Gillis, Aurélie, and Isabelle Roskam. “Daily Exhaustion and Support in Parenting: Impact on the Quality of the Parent – Child Relationship.” Journal of Child and Family Studies 28, no. 7 (2019): 2007—16. https://doi.org/10.1007/s10826-019-01428-2.

Givens Rolland, Rebecca. “Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools.” Review of Educational Research 82, no. 4 (2012): 396–435. https://doi.org/10.3102/0034654312464909.

Glăveanu, Vlad. “Creativity and Global Citizenship Education.” In Global Citizenship Education. Edited by Abdeljalil Akkari and Kathrine Maleq, 191–202. Cham, Switzerland: Springer, 2020. https://doi.org/10.1007/978-3-030-44617-8_14.

Gleason, Jean Berko, and Sandra Weintraub. “The Acquisition of Routines in Child Language.” Language in Society 5, no. 2 (1976): 129—36. https://doi.org/10.1017/s0047404500006977.

Glick, Gary C., and Amanda J. Rose. “Prospective Associations between Friendship Adjustment and Social Strategies: Friendship as a Context for Building Social Skills.” Developmental Psychology 47, no. 4 (2011): 1117—32. https://doi.org/10.1037/a0023277.

Godin, Seth. The Dip: A Little Book That Teaches You When to Quit (and When to Stick). New York: Portfolio, 2007.

Goetz, Peggy J. “The Effects of Bilingualism on Theory of Mind Development.” Bilingualism: Language and Cognition 6, no. 1 (2003): 1—15. https://doi.org/10.1017/s1366728903001007.

Goleman, Daniel. “Hot to Help.” Greater Good, March 1, 2008. https://greatergood.berkeley.edu/article/item/hot_to_help.

Golinkoff, Roberta Michnick, Erika Hoff, Meredith L. Rowe, Catherine S. Tamis-LeMonda, and Kathy Hirsh-Pasek. “Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences.” Child Development 90, no. 3 (2018): 985—92. https://doi.org/10.1111/cdev.13128.

Golinkoff, Roberta Michnick, Kathy Hirsh-Pasek, Laura E. Berk, and Dorothy Singer. “Sharing the Science: From the Lab to the Classroom.” PsycEXTRA Dataset, 2009. https://doi.org/10.1037/e516472011-003.

Gong, Diankun, Hui He, Dongbo Liu, Weiyi Ma, Li Dong, Cheng Luo, and Dezhong Yao. “Enhanced Functional Connectivity and Increased Gray Matter Volume of Insula Related to Action Video Game Playing.” Scientific Reports 5, no. 9763 (2015). https://www.nature.com/articles/srep09763.

Goodboy, Alan K., Matthew M. Martin, and Christine E. Rittenour. “Bullying as an Expression of Intolerant Schemas.” Journal of Child & Adolescent Trauma 9, no. 4 (2016): 277—82. https://doi.org/10.1007/s40653-016-0089-9.

Goodwin, Gwen. “Well Played: The Origins and Future of Playfulness.” American Journal of Play 6, no. 2 (Winter 2014): 234-66.

Gopnik, Alison. The Gardener and the Carpenter. New York: Farrar, Straus & Giroux, 2016.

Gordon, Jenny. “Inadvertent Complicity: Colorblindness in Teacher Education.” Educational Studies 38, no. 2 (2005): 135—53. https://doi.org/10.1207/s15326993es3802_5.

Goswami, Haridhan. “Social Relationships and Children’s Subjective Well-Being.” Social Indicators Research 107, no. 3 (2011): 575—88. https://doi.org/10.1007/s11205-011-9864-z.

Graber, Rebecca, Rhiannon Turner, and Anna Madill. “Best Friends and Better Coping: Facilitating Psychological Resilience through Boys’ and Girls’ Closest Friendships.” British Journal of Psychology 107, no. 2 (2015): 338—58. https://doi.org/10.1111/bjop.12135.

Gülgöz, Selin, Jessica J. Glazier, Elizabeth A. Enright, Daniel J. Alonso, Lily J. Durwood, Anne A. Fast, Riley Lowe, et al. “Similarity in Transgender and Cisgender Children’s Gender Development.” Proceedings of the National Academy of Sciences 116, no. 49 (2019): 24480—85. https://doi.org/10.1073/pnas.1909367116.

Gupta, Arpana, Dawn M. Szymanski, and Frederick T. Leong. “The ‘Model Minority Myth’: Internalized Racialism of Positive Stereotypes as Correlates of Psychological Distress, and Attitudes toward Help-Seeking.” Asian American Journal of Psychology 2, no. 2 (2011): 101—14. https://doi.org/10.1037/a0024183.

Guralnick, Michael J., Brian Neville, Mary A. Hammond, and Robert T. Connor. “Linkages between Delayed Children’s Social Interactions with Mothers and Peers.” Child Development 78, no. 2 (2007): 459—73. https://doi.org/10.1111/j.1467–8624.2007.01009.x.

Hale, Courtney Melinda, and Helen Tager-Flusberg. “The Influence of Language on Theory of Mind: a Training Study.” Developmental Science 6, no. 3 (2003): 346—59. https://doi.org/10.1111/1467-7687.00289.

Hamilton, Megan-Brette, Eusabia V. Mont, and Cameron McLain. “Deletion, Omission, Reduction: Redefining the Language We Use to Talk About African American English.” Perspectives of the ASHA Special Interest Groups 3, no. 1 (2018): 107—17. https://doi.org/10.1044/persp3.sig1.107.

Hamm, Michele P., Amanda S. Newton, Annabritt Chisholm, Jocelyn Shulhan, Andrea Milne, Purnima Sundar, Heather Ennis, Shannon D. Scott, and Lisa Hartling. “Prevalence and Effect of Cyberbullying on Children and Young People.” JAMA Pediatrics 169, no. 8 (January 2015): 770—77. https://doi.org/10.1001/jamapediatrics.2015.0944.

Hammer, David, and Emily van Zee. Seeing the Science in Children’s Thinking: Case Studies of Student Inquiry in Physical Science. Portsmouth, NH: Heinemann, 2006.

Harcourt, Susan, Marieke Jasperse, and Vanessa A. Green. “ ‘We Were Sad and We Were Angry’: A Systematic Review of Parents’ Perspectives on Bullying.” Child & Youth Care Forum 43, no. 3 (2014): 373—91. https://doi.org/10.1007/s10566-014-9243-4.

Hargrave, Anne C., and Monique Sénéchal. “A Book Reading Intervention with Preschool Children Who Have Limited Vocabularies: the Benefits of Regular Reading and Dialogic Reading.” Early Childhood Research Quarterly 15, no. 1 (2000): 75–90. https://doi.org/10.1016/s0885-2006(99)00038-1.

Harness Goodwin, Marjorie. “Exclusion in Girls’ Peer Groups: Ethnographic Analysis of Language Practices on the Playground.” Human Development 45, no. 6 (2002): 392–415. https://doi.org/10.1159/000066260.

Harris, Paul L., Marc de Rosnay, and Francisco Pons. “Language and Children’s Understanding of Mental States.” Current Directions in Psychological Science 14, no. 2 (2005): 69–73. https://doi.org/10.1111/j.0963–7214.2005.00337.x.

Hart, Betty, and Todd Risley. Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Brookes Publishing Co., 1995.

Hartl, Amy C., Dawn DeLay, Brett Laursen, Jill Denner, Linda Werner, Shannon Campe, and Eloy Ortiz. “Dyadic Instruction for Middle School Students: Liking Promotes Learning.” Learning and Individual Differences 44 (2015): 33–39. https://doi.org/10.1016/j.lindif.2015.11.002.

Hartman, Sarah, and Jay Belsky. “Prenatal Programming of Postnatal Plasticity.” Prenatal Stress and Child Development, 2021, 349—85. https://doi.org/10.1007/978-3-030-60159-1_13.

Hatfield, Elaine, John T. Cacioppo, and Richard L. Rapson. “Emotional Contagion.” Current Directions in Psychological Science 2, no. 3 (1993): 96—100. https://doi.org/10.1111/1467-8721.ep10770953.

Hawley, Patricia H. “Social Dominance and Prosocial and Coercive Strategies of Resource Control in Preschoolers.” International Journal of Behavioral Development 26, no. 2 (2002): 167—76. https://doi.org/10.1080/01650250042000726.

Hawley, Patricia. “Prosocial and Coercive Configurations of Resource Control in Early Adolescence: A Case for the Well-Adapted Machiavellian.” Merrill-Palmer Quarterly 49, no. 3 (2003): 279–309. https://doi.org/10.1353/mpq.2003.0013.

Hawley, Patricia H., Todd D. Little, and Noel A. Card. “The Allure of a Mean Friend: Relationship Quality and Processes of Aggressive Adolescents with Prosocial Skills.” International Journal of Behavioral Development 31, no. 2 (2007): 170—80. https://doi.org/10.1177/0165025407074630.

Heathers, Glen. “Emotional Dependence and Independence in Nursery School Play.” Journal of Genetic Psychology 87, no. 1 (1955): 37–57. https://doi.org/10.1080/00221325.1955.10532914.

Helm, Bennett. “Friendship.” Stanford Encyclopedia of Philosophy (Stanford University), July 30, 2021. https://plato.stanford.edu/entries/friendship/#1.1.

Hill, David R., Seth A. King, Christopher J. Lemons, and Jane N. Partanen. “Fidelity of Implementation and Instructional Alignment in Response to Intervention Research.” Learning Disabilities Research & Practice 27, no. 3 (2012): 116—24. https://doi.org/10.1111/j.1540–5826.2012.00357.x.

Hirsh-Pasek, Kathy, Lauren B. Adamson, Roger Bakeman, Margaret Tresch Owen, Roberta Michnick Golinkoff, Amy Pace, Paula K.S. Yust, and Katharine Suma. “The Contribution of Early Communication Quality to Low-Income Children’s Language Success.” Psychological Science 26, no. 7 (May 2015): 1071—83. https://doi.org/10.1177/0956797615581493.

Hirsh-Pasek, Kathy, Rebecca M. Alper, and Roberta Michnick Golinkoff. “Living in Pasteur’s Quadrant: How Conversational Duets Spark Language at Home and in the Community.” Discourse Processes 55, no. 4 (March 2018): 338—45. https://doi.org/10.1080/0163853x.2018.1442114.

Hirsh-Pasek, Kathy, Roberta M. Golinkoff, and Diane E. Eyer. Einstein Never Used Flash Cards: How Our Children Really Learn – And Why They Need to Play More and Memorize Less. New York: Rodale, 2004.

Hirsh-Pasek, Kathy, Roberta Michnick Golinkoff, Laura E, Berk, and Dorothy Singer. A Mandate for Playful Learning in Preschool. Oxford: Oxford University Press, 2008. https://doi.org/10.1093/acprof: oso/9780195382716.001.0001.

Ho, Cheuk Yin. “Better Health with More Friends: The Role of Social Capital in Producing Health.” Health Economics 25, no. 1 (2014): 91—100. https://doi.org/10.1002/hec.3131.

Hoff, Erika. “The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech.” Child Development 74, no. 5 (2003): 1368—78. https://doi.org/10.1111/1467-8624.00612.

Hoffmann, Jessica D., Marc A. Brackett, Craig S. Bailey, and Cynthia J. Willner. “Teaching Emotion Regulation in Schools: Translating Research into Practice with the RULER Approach to Social and Emotional Learning.” Emotion 20, no. 1 (2020): 105—9. https://doi.org/10.1037/emo0000649.

Hogan, Tiffany P., Hugh W. Catts, and Todd D. Little. “The Relationship Between Phonological Awareness and Reading.” Language, Speech, and Hearing Services in Schools 36, no. 4 (2005): 285—93. https://doi.org/10.1044/0161-1461(2005/029).

Holder, Mark D., and Ben Coleman. “Children’s Friendships and Positive Well-Being.” Friendship and Happiness (2015): 81–97. https://doi.org/10.1007/978-94-017-9603-3_5.

Holder, Mark D., and Ben Coleman. “The Contribution of Social Relationships to Children’s Happiness.” Journal of Happiness Studies 10, no. 3 (2007): 329—49. https://doi.org/10.1007/s10902-007-9083-0.

Hooper, Frank H. “Piaget’s Conservation Tasks: The Logical and Development Priority of Identity Conservation.” Journal of Experimental Child Psychology 8, no. 2 (1969): 234—49. https://doi.org/10.1016/0022-0965(69)90098-8.

Hsu, Hui-Chin, and Alan Fogel. “Infant Vocal Development in a Dynamic Mother-Infant Communication System.” Infancy 2, no. 1 (January 2001): 87—109. https://doi.org/10.1207/s15327078in0201_6.

Hubert, Sarah, and Isabelle Aujoulat. “Parental Burnout: When Exhausted Mothers Open Up.” Frontiers in Psychology 9 (2018). https://doi.org/10.3389/fpsyg.2018.01021.

Hughes, Claire, Rory T. Devine, and Zhenlin Wang. “Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers’ Theory of Mind?” Child Development 89, no. 4 (March 2017): 1296–1310. https://doi.org/10.1111/cdev.12746.

Isaksen, Scott G., and John P. Gaulin. “A Reexamination of Brainstorming Research: Implications for Research and Practice.” Gifted Child Quarterly 49, no. 4 (2005): 315—29. https://doi.org/10.1177/001698620504900405.

Ishizuka, Patrick. “Social Class, Gender, and Contemporary Parenting Standards in the United States: Evidence from a National Survey Experiment.” Social Forces 98, no. 1 (2019): 31–58. https://doi.org/10.1093/sf/soy107.

Jacobson, David. “Interpreting Instant Messaging: Context and Meaning in Computer-Mediated Communication.” Journal of Anthropological Research 63, no. 3 (2007): 359—81. https://doi.org/10.3998/jar.0521004.0063.303.

Jacoby, Jennifer Wallace, and Nonie K. Lesaux. “Language and Literacy Instruction in Preschool Classes That Serve Latino Dual Language Learners.” Early Childhood Research Quarterly 40 (2017): 77–86. https://doi.org/10.1016/j.ecresq.2016.10.001.

Janey, David W. “Black Parents Give Their Kids ‘The Talk.’ What If White Parents Did, Too?” WBUR, April 12, 2021. https://www.wbur.org/cognoscenti/2021/04/12/the-talk-racism-black-parents-children-david-w-janey.

Jarrett, Robin L., and Sarai Coba-Rodriguez.“ ‘If You Have a Kid That’s Ready to Learn:’ The Kindergarten Transition Experiences of Urban, Low-Income, African-American Preschoolers.” Journal of Poverty 23, no. 3 (2018): 229—52. https://doi.org/10.1080/10875549.2018.1555729.

Jensen, Sidsel Vive. “Difference and Closeness: Young Children’s Peer Interactions and Peer Relations in School.” Childhood 25, no. 4 (November 2018): 501—15. https://doi.org/10.1177/0907568218803437.

Jirout, Jamie, and David Klahr. “Children’s Scientific Curiosity: In Search of an Operational Definition of an Elusive Concept.” Developmental Review 32, no. 2 (2012): 125—60. https://doi.org/10.1016/j.dr.2012.04.002.

Jones, Brett D. “The Unintended Outcomes of High-Stakes Testing.” In High Stakes Testing: New Challenges and Opportunities for School Psychology. Edited by Louis J. Kruger and David Shriberg. New York: Routledge, 2007. https://doi.org/10.4324/9780203836583-5.

Jones, Stephanie M., Suzanne M. Bouffard, and Richard Weissbourd. “Educators’ Social and Emotional Skills Vital to Learning.” Phi Delta Kappan 94, no. 8 (2013): 62–65. https://doi.org/10.1177/003172171309400815.

Jones-Walker, Cheryl. “Being Constructed as Different, While Teaching about Difference.” PsycEXTRA Dataset, 2010. https://doi.org/10.1037/e626412011-001.

Jung, Carl G. Modern Man in Search of a Soul. London: Routledge and Kegan Paul, 1933.

Kagan, Jerome. Galen’s Prophecy: Temperament in Human Nature. New York: Routledge, 2019.

Kagan, Jerome, and Nancy Snidman. The Long Shadow of Temperament. Cambridge, MA: The Belknap Press of Harvard Univ. Press, 2004.

Kamenetz, Anya. “6 Potential Brain Benefits Of Bilingual Education.” NPR, November 29, 2016. https://www.npr.org/sections/ed/2016/11/29/497943749/6-potential-brain-benefits-of-bilingual-education.

Kapetanovic, Sabina, and Therése Skoog. “The Role of the Family’s Emotional Climate in the Links between Parent-Adolescent Communication and Adolescent Psychosocial Functioning.” Research on Child and Adolescent Psychopathology 49, no. 2 (2020): 141—54. https://doi.org/10.1007/s10802-020-00705-9.

Kapoula, Zoi, Sarah Ruiz, Lisa Spector, Marion Mocorovi, Chrystal Gaertner, Catherine Quilici, and Marine Vernet. “Education Influences Creativity in Dyslexic and Non-Dyslexic Children and Teenagers.” PLOS ONE 11, no. 3 (July 2016). https://doi.org/10.1371/journal.pone.0150421.

Kärnä, Antti, Marinus Voeten, Todd D. Little, Elisa Poskiparta, Anne Kaljonen, and Christina Salmivalli. “A Large-Scale Evaluation of the KiVa Antibullying Program: Grades 4–6.” Child Development 82, no. 1 (2011): 311—30. https://doi.org/10.1111/j.1467–8624.2010.01557.x.

Katz, Neil, and Kevin McNulty. “Reflective Listening – Syracuse University,” 1994. https://www.maxwell.syr.edu/uploadedFiles/parcc/cmc/Reflective%20Listening%20NK.pdf.

Katz, P.A., and J.A. Kofkin. “Race, Gender, and Young Children.” Developmental Psychopathology: Perspectives on Adjustment, Risk, and Disorder. Edited by S.S. Luthar, J.A. Burack, D. Cicchetti, and J.R. Weisz, 51–74. New York: Cambridge Univ. Press, 1997.

Kaye, Linda, Amy Orben, David A. Ellis, Simon C. Hunter, and Stephen Houghton. “The Conceptual and Methodological Mayhem of ‘Screen Time.’ ” International Journal of Environmental Research and Public Health 17, no. 10 (2020): 3661. https://doi.org/10.3390/ijerph17103661.

Kefalianos, Elaina, Mark Onslow, Susan Block, Ross Menzies, and Sheena Reilly. “Early Stuttering, Temperament and Anxiety: Two Hypotheses.” Journal of Fluency Disorders 37, no. 3 (2012): 151—63. https://doi.org/10.1016/j.jfludis.2012.03.002.

Kelley, Paul, Steven W. Lockley, Russell G. Foster, and Jonathan Kelley. “Synchronizing Education to Adolescent Biology: ‘Let Teens Sleep, Start School Later.’ ” Learning, Media and Technology 40, no. 2 (2014): 210—26. https://doi.org/10.1080/17439884.2014.942666.

Kiff, Cara J., Liliana J. Lengua, and Maureen Zalewski. “Nature and Nurturing: Parenting in the Context of Child Temperament.” Clinical Child and Family Psychology Review 14, no. 3 (February 2011): 251–301. https://doi.org/10.1007/s10567-011-0093-4.

Kiff, Cara J., Liliana J. Lengua, and Nicole R. Bush. “Temperament Variation in Sensitivity to Parenting: Predicting Changes in Depression and Anxiety.” Journal of Abnormal Child Psychology 39, no. 8 (2011): 1199—212. https://doi.org/10.1007/s10802-011-9539-x.

Kim, Joungyoun, Yeoul Shin, Eli Tsukayama, and Daeun Park. “Stress Mindset Predicts Job Turnover among Preschool Teachers.” Journal of School Psychology 78 (2020): 13–22. https://doi.org/10.1016/j.jsp.2019.11.002.

Kim, Kyung Hee. “The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking.” Creativity Research Journal 23, no. 4 (2011): 285—95. https://doi.org/10.1080/10400419.2011.627805.

Kim, Paul Youngbin, and Donghun Lee. “Internalized Model Minority Myth, Asian Values, and Help-Seeking Attitudes among Asian American Students.” Cultural Diversity and Ethnic Minority Psychology 20, no. 1 (2014): 98—106. https://doi.org/10.1037/a0033351.

Klein, Kristen M., and Mo Wang. “Deep-Level Diversity and Leadership.” American Psychologist 65, no. 9 (2010): 932—34. https://doi.org/10.1037 /a0021355.

Klein, Melanie R., Liliana J. Lengua, Stephanie F. Thompson, Lyndsey Moran, Erika J. Ruberry, Cara Kiff, and Maureen Zalewski. “Bidirectional Relations between Temperament and Parenting Predicting Preschool-Age Children’s Adjustment.” Journal of Clinical Child & Adolescent Psychology 47, no. sup1 (November 2016). https://doi.org/10.1080/15374416.2016.1169537.

Kline, Michelle Ann, Rubeena Shamsudheen, and Tanya Broesch. “Variation Is the Universal: Making Cultural Evolution Work in Developmental Psychology.” Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1743 (February 2018): 20170059. https://doi.org/10.1098/rstb.2017.0059.

Knafo, Ariel, Carolyn Zahn-Waxler, Carol Van Hulle, JoAnn L. Robinson, and Soo Hyun Rhee. The Developmental Origins of a Disposition toward Empathy: Genetic and Environmental Contributions.” Emotion 8, no. 6 (2008): 737—52. https://doi.org/10.1037/a0014179.

Kochenderfer-Ladd, Becky, and James L. Wardrop. “Chronicity and Instability of Children’s Peer Victimization Experiences as Predictors of Loneliness and Social Satisfaction Trajectories.” Child Development 72, no. 1 (2001): 134—51. https://doi.org/10.1111/1467-8624.00270.

Konrath, Sara H., Edward H. O’Brien, and Courtney Hsing. “Changes in Dispositional Empathy in American College Students Over Time: A Meta-Analysis.” Personality and Social Psychology Review 15, no. 2 (May 2010): 180—98. https://doi.org/10.1177/1088868310377395.

Koplewicz, Harold S. The Scaffold Effect. New York: Harmony Books, 2021.

Kopp, Stefan. “Social Resonance and Embodied Coordination in Face-to-Face Conversation with Artificial Interlocutors.” Speech Communication 52, no. 6 (2010): 587—97. https://doi.org/10.1016/j.specom.2010.02.007.

Kostelnik, Marjorie J., Alice Phipps Whiren, Anne Keil Soderman, and Michelle Rupiper. Guiding Children’s Social Development & Learning: Theory and Skills. Boston: Cengage Learning, 2018.

Kremer-Sadlik, Tamar, and Amy L. Paugh. “Everyday Moments.” Time & Society 16, no. 2–3 (2007): 287–308. https://doi.org/10.1177/0961463x07080276.

LaBounty, Jennifer, Henry M. Wellman, Sheryl Olson, Kristin Lagattuta, and David Liu. “Mothers’ and Fathers’ Use of Internal State Talk with Their Young Children.” Social Development 17, no. 4 (2008): 757—75. https://doi.org/10.1111/j.1467–9507.2007.00450.x.

Laible, Deborah. “Mother-Child Discourse in Two Contexts: Links with Child Temperament, Attachment Security, and Socioemotional Competence.” Developmental Psychology 40, no. 6 (2004): 979—92. https://doi.org/10.1037/0012-1649.40.6.979.

Lakin, Jessica L., and Tanya L. Chartrand. “Using Nonconscious Behavioral Mimicry to Create Affiliation and Rapport.” Psychological Science 14, no. 4 (2003): 334—39. https://doi.org/10.1111/1467-9280.14481.

Langkamp, Diane L., and John M. Pascoe. “Temperament of Pre-Term Infants at 9 Months of Age.” Ambulatory Child Health 7, no. 3–4 (2001): 203—12. https://doi.org/10.1046/j.1467–0658.2001.00131.x.

Lareau, Annette. “Social Class and the Daily Lives of Children.” Childhood 7, no. 2 (2000): 155—71. https://doi.org/10.1177/0907568200007002003.

Lareau, Annette. Unequal Childhoods: Class, Race, and Family Life. Berkeley: Univ. of California Press, 2003.

Leaper, Campbell, Stuart T. Hauser, Adam Kremen, Sally I. Powers, Alan M. Jacobson, Gil G. Noam, Bedonna Weiss-Perry, and Donna Follansbee. “Adolescent-Parent Interactions in Relation to Adolescents’ Gender and Ego Development Pathway.” Journal of Early Adolescence 9, no. 3 (1989): 335—61. https://doi.org/10.1177/0272431689093009.

Lee, Adabel, and Benjamin L. Hankin. “Insecure Attachment, Dysfunctional Attitudes, and Low Self-Esteem Predicting Prospective Symptoms of Depression and Anxiety During Adolescence.” Journal of Clinical Child & Adolescent Psychology 38, no. 2 (December 2009): 219—31. https://doi.org/10.1080/15374410802698396.

Lee, Erica H., Qing Zhou, Nancy Eisenberg, and Yun Wang. “Bidirectional Relations between Temperament and Parenting Styles in Chinese Children.” International Journal of Behavioral Development 37, no. 1 (2012): 57–67. https://doi.org/10.1177/0165025412460795.

Lee, Regina, Shelly Lane, Anson Tang, Cynthia Leung, Stephen Kwok, Lobo Louie, Graeme Browne, and Sally Chan. “Effects of an Unstructured Free Play and Mindfulness Intervention on Wellbeing in Kindergarten Students.” International Journal of Environmental Research and Public Health 17, no. 15 (2020): 5382. https://doi.org/10.3390/ijerph17155382.

Lee, Soo Jin, Soo Hyun Park, and Han Chae. “Biopsychological Structure of Yin-Yang Using Cloninger’s Temperament Model and Carver and White’s BIS/BAS Scale.” PeerJ 4 (2016). https://doi.org/10.7717/peerj.2021.

Lei, Ryan F., Emily R. Green, Sarah-Jane Leslie, and Marjorie Rhodes. “Children Lose Confidence in Their Potential to ‘Be Scientists,’ but Not in Their Capacity to ‘Do Science.’ ” Developmental Science 22, no. 6 (August 2019). https://doi.org/10.1111/desc.12837.

Lemmer, Sophie-Charlotte. “Alexa, Are You Friends with My Kid? Smart Speakers and Children’s Privacy Under the GDPR.” SSRN Electronic Journal, 2020. https://doi.org/10.2139/ssrn.3627478.

Lengua, Liliana J., and Erica A. Kovacs. “Bidirectional Associations between Temperament and Parenting and the Prediction of Adjustment Problems in Middle Childhood.” Journal of Applied Developmental Psychology 26, no. 1 (2005): 21–38. https://doi.org/10.1016/j.appdev.2004.10.001.

Lesaux, Nonie K., Julie Russ Harris, and Phoebe Sloane. “Adolescents’ Motivation in the Context of an Academic Vocabulary Intervention in Urban Middle School Classrooms.” Journal of Adolescent & Adult Literacy 56, no. 3 (2012): 231—40. https://doi.org/10.1002/jaal.00132.

Lesaux, Nonie K., Stephanie Jones, Kristen Paratore Bock, and Julie Russ Harris. “The Regulated Learning Environment: Supporting Adults to Support Children.” Young Children 70, no. 5 (2015): 20–27. https://www.jstor.org/stable/ycyoungchildren.70.5.20. “The Let Grow Project.” Let Grow. Accessed April 13, 2021. https://letgrow.org/program/the-let-grow-project/.

Levy, Jonathan, Abraham Goldstein, and Ruth Feldman. “The Neural Development of Empathy Is Sensitive to Caregiving and Early Trauma.” Nature Communications 10, no. 1 (2019). https://doi.org/10.1038/s41467-019-09927-y.

Levy, Sheri R., and Melanie Killen. Intergroup Attitudes and Relations in Childhood Through Adulthood.: Oxford Univ. Press, 2010.

Lewis, C. S. The Four Loves. San Francisco: HarperOne, 2017.

Leyshon, Cressida. “This Week in Fiction: Mohsin Hamid.” The New Yorker, September 16, 2012. https://www.newyorker.com/books/page-turner/this-week-in-fiction-mohsin-hamid.

Li, Yan, and Michelle F. Wright. “Adolescents’ Social Status Goals: Relationships to Social Status Insecurity, Aggression, and Prosocial Behavior.” Journal of Youth and Adolescence 43, no. 1 (2013): 146—60. https://doi.org/10.1007/s10964-013-9939-z.

Li Grining, Christine, C. Cybele Raver, Kina Champion, Latriese Sardin, Molly Metzger, and Stephanie M. Jones. “Understanding and Improving Classroom Emotional Climate and Behavior Management in the ‘Real World’: The Role of Head Start Teachers’ Psychosocial Stressors.” Early Education & Development 21, no. 1 (2010): 65–94. https://doi.org/10.1080/10409280902783509.

Liu, Jianghong, Rui Feng, Xiaopeng Ji, Naixue Cui, Adrian Raine, and Sara C Mednick. “Midday Napping in Children: Associations between Nap Frequency and Duration across Cognitive, Positive Psychological Well-Being, Behavioral, and Metabolic Health Outcomes.” Sleep 42, no. 9 (2019). https://doi.org/10.1093/sleep/zsz126.

Lindsey, Eric W., and Yvonne M. Caldera. “Shared Affect and Dyadic Synchrony among Secure and Insecure Parent-Toddler Dyads.” Infant and Child Development 24, no. 4 (2014): 394–413. https://doi.org/10.1002/icd.1893.

“List of Dyslexic Achievers.” Dyslexia the Gift. Accessed May 29, 2021. https://www.dyslexia.com/about-dyslexia/dyslexic-achievers/all-achievers/.

Livingston, Emily M., Linda S. Siegel, and Urs Ribary. “Developmental Dyslexia: Emotional Impact and Consequences.” Australian Journal of Learning Difficulties 23, no. 2 (2018): 107—35. https://doi.org/10.1080/19404158.2018.1479975.

Lockl, Kathrin, and Wolfgang Schneider. “Precursors of Metamemory in Young Children: The Role of Theory of Mind and Metacognitive Vocabulary.” Metacognition and Learning 1 (2006): 15–31. https://doi.org/10.1007/s11409-006-6585-9.

Loewus, Liana. “For Parents Confused by Common-Core Math, Ask the Teacher for Help.” Education Week, January 7, 2016. https://www.edweek.org/teaching-learning/for-parents-confused-by-common-core-math-ask-the-teacher-for-help/2016/01.

Lonczak, Heather S. “Catastrophizing and Decatastrophizing: A PositivePsychology.com Guide.” PositivePsychology.com, October 7, 2020. https://positivepsychology.com/catastrophizing/.

Lu, Peiqi, Jeewon Oh, Katelin E. Leahy, and William J. Chopik. “Friendship Importance Around the World: Links to Cultural Factors, Health, and Well-Being.” Frontiers in Psychology 11 (2021). https://doi.org/10.3389/fpsyg.2020.570839.

Lucadamo, Kathleen. “Back off Parents: It’s Not Your Job to Teach Common Core Math When Helping with Homework.” Hechinger Report, January 5, 2016. https://hechingerreport.org/back-off-parents-its-not-your-job-to-teach-common-core-math-when-helping-with-homework/.

Luk, Gigi, and Ellen Bialystok. “Bilingualism Is Not a Categorical Variable: Interaction Between Language Proficiency and Usage.” Journal of Cognitive Psychology 25, no. 5 (2013): 605—21. https://doi.org/10.1080/20445911.2013.795574.

Luthar, Suniya S., and Shawn J. Latendresse. “Children of the Affluent: Challenges to Well-Being.” Current Directions in Psychological Science 14, no. 1 (2005): 49–53. https://doi.org/10.1111/j.0963–7214.2005.00333.x. Luthar, Suniya S., Nina L. Kumar, and Nicole Zillmer. “High-Achieving Schools Connote Risks for Adolescents: Problems Documented, Processes Implicated, and Directions for Interventions.” American Psychologist 75, no. 7 (2020): 983—95. https://doi.org/10.1037/amp0000556.

Maccoby, Eleanor E. “Gender and Relationships: A Developmental Account.” American Psychologist 45, no. 4 (1990): 513—20. https://doi.org/10.1037/0003-066x.45.4.513.

Mafessoni, Fabrizio, and Michael Lachmann. “The Complexity of Understanding Others as the Evolutionary Origin of Empathy and Emotional Contagion.” Scientific Reports 9, no. 5794 (2019). https://www.nature.com/articles/s41598-019-41835-5.

Making Caring Common. Accessed June 7, 2021. https://mcc.gse.harvard.edu/.

Mangels, Jennifer A., Brady Butterfield, Justin Lamb, Catherine Good, and Carol S. Dweck. “Why Do Beliefs About Intelligence Influence Learning Success? A Social Cognitive Neuroscience Model.” Social Cognitive and Affective Neuroscience 1, no. 2 (January 2006): 75–86. https://doi.org/10.1093/scan/nsl013.

Mansukhani, Sasha, Mai-Lan Ho, Elizabeth A. Bradley, and Michael C. Brodsky. “Accelerated Visual Recovery from Protracted Hypoxic Cortical Blindness in a Child.” American Journal of Ophthalmology Case Reports 16 (2019): 100534. https://doi.org/10.1016/j.ajoc.2019.100534.

Martin, Grace B., and Russell D. Clark. “Distress Crying in Neonates: Species and Peer Specificity.” Developmental Psychology 18, no. 1 (1982): 3–9. https://doi.org/10.1037/0012-1649.18.1.3.

Martín-Antón, Luis J., María Inés Monjas, Francisco J. García Bacete, and Irene Jiménez-Lagares. “Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School.” Frontiers in Psychology 7 (2016). https://doi.org/10.3389/fpsyg.2016.01925.

Matusov, Eugene, and Renee Hayes. “Sociocultural Critique of Piaget and Vygotsky.” New Ideas in Psychology 18, no. 2–3 (2000): 215—39. https://doi.org/10.1016/s0732-118x(00)00009-x.

Maunder, Rachel, and Claire P. Monks. “Friendships in Middle Childhood: Links to Peer and School Identification, and General Self-Worth.” British Journal of Developmental Psychology 37, no. 2 (2018): 211—29. https://doi.org/10.1111/bjdp.12268.

Mayeux, Lara, Amy D. Bellmore, and Antonius H.N. Cillessen. “Predicting Changes in Adjustment Using Repeated Measures of Sociometric Status.” Journal of Genetic Psychology 168, no. 4 (January 2007): 401—24. https://doi.org/10.3200/gntp.168.4.401–424.

Mayfield, Vernita. “Learning to Challenge Racial ‘Colorblindness.’ ” Educational Leadership, February 1, 2021. https://www.ascd.org/el/articles/learning-to-challenge-racial-colorblindness.

McAdams, Dan P. The Redemptive Self: Stories Americans Live By. New York: Oxford Univ. Press, 2013. McCloud, Carol. Have You Filled a Bucket Today?: A Guide to Daily Happiness. Chicago: Bucket Fillers, Inc., 2015.

McClowry, Sandra Graham. Your Child’s Unique Temperament: Insights and Strategies for Responsive Parenting. Champaign, IL: Research Press, 2003.

McGonigal, Jane. SuperBetter: How a Gameful Life Can Make You Stronger, Happier, Braver and More Resilient. London: HarperThorsons, 2016.

McKinnon, Rachel D., Allison Friedman-Krauss, Amanda L. Roy, and C. Cybele Raver. “Teacher – Child Relationships in the Context of Poverty: The Role of Frequent School Mobility.” Journal of Children and Poverty 24, no. 1 (February 2018): 25–46. https://doi.org/10.1080/10796126.2018.1434761.

McLaughlin, Katie A., Margaret A. Sheridan, Florin Tibu, Nathan A. Fox, Charles H. Zeanah, and Charles A. Nelson. “Causal Effects of the Early Caregiving Environment on Development of Stress Response Systems in Children.” Proceedings of the National Academy of Sciences 112, no. 18 (2015): 5637—42. https://doi.org/10.1073/pnas.1423363112.

McMahon, Catherine A., and Elizabeth Meins. “Mind-Mindedness, Parenting Stress, and Emotional Availability in Mothers of Preschoolers.” Early Childhood Research Quarterly 27, no. 2 (2012): 245—52. https://doi.org/10.1016/j.ecresq.2011.08.002.

Menting, Barbara, Pol A.C. van Lier, and Hans M. Koot. “Language Skills, Peer Rejection, and the Development of Externalizing Behavior from Kindergarten to Fourth Grade.” Journal of Child Psychology and Psychiatry 52, no. 1 (2010): 72—9. https://doi.org/10.1111/j.1469–7610.2010.02279.x.

Miczajka, Victoria L., Alexandra-Maria Klein, and Gesine Pufal. “Elementary School Children Contribute to Environmental Research as Citizen Scientists.” PLOS ONE 10, no. 11 (2015). https://doi.org/10.1371/journal.pone.0143229.

Milkie, Melissa A., Kei M. Nomaguchi, and Kathleen E. Denny. “Does the Amount of Time Mothers Spend With Children or Adolescents Matter?” Journal of Marriage and Family 77, no. 2 (2015): 355—72. https://doi.org/10.1111/jomf.12170.

Miller, G.E., E. Chen, A.K. Fok, H. Walker, A. Lim, E.F. Nicholls, S. Cole, and M.S. Kobor. “Low Early-Life Social Class Leaves a Biological Residue Manifested by Decreased Glucocorticoid and Increased Proinflammatory Signaling.” Proceedings of the National Academy of Sciences 106, no. 34 (2009): 14716—21. https://doi.org/10.1073/pnas.0902971106.

Moffitt, Ursula, Linda P. Juang, and Moin Syed. “Intersectionality and Youth Identity Development Research in Europe.” Frontiers in Psychology 11 (2020). https://doi.org/10.3389/fpsyg.2020.00078.

Mok, Pearl L.H., Andrew Pickles, Kevin Durkin, and Gina Conti-Ramsden. “Longitudinal Trajectories of Peer Relations in Children With Specific Language Impairment.” Journal of Child Psychology and Psychiatry 55, no. 5 (November 2014): 516—27. https://doi.org/10.1111/jcpp.12190.

Montaigne, Michel de, and Marvin Lowenthal. The Autobiography of Michel De Montaigne. London: Routledge, 1935.

Montessori, Maria. The Advanced Montessori Method. Spontaneous Activity in Education. Cambridge, MA: R. Bentley, 1964.

Montessori, Maria, and Claude Albert Claremont. The Absorbent Mind. New York: Dell, 1967.

Morgan, Paul L., and Catherine R. Meier. “Dialogic Reading’s Potential to Improve Children’s Emergent Literacy Skills and Behavior.” Preventing School Failure: Alternative Education for Children and Youth 52, no. 4 (2008): 11–16. https://doi.org/10.3200/psfl.52.4.11–16.

Mueller, Claudia M., and Carol S. Dweck. “Praise for Intelligence Can Undermine Children’s Motivation and Performance.” Journal of Personality and Social Psychology 75, no. 1 (1998): 33–52. https://doi.org/10.1037/0022-3514.75.1.33.

Muenks, Katherine, Allan Wigfield, Ji Seung Yang, and Colleen R. O’Neal. “How True Is Grit? Assessing Its Relations to High School and College Students’ Personality Characteristics, Self-Regulation, Engagement, and Achievement.” Journal of Educational Psychology 109, no. 5 (2017): 599–620. https://doi.org/10.1037/edu0000153.

Multon, Karen D., Steven D. Brown, and Robert W. Lent. “Relation of Self-Efficacy Beliefs to Academic Outcomes: A Meta-Analytic Investigation.” Journal of Counseling Psychology 38, no. 1 (1991): 30–38. https://doi.org/10.1037/0022-0167.38.1.30.

Munzer, Tiffany G., Alison L. Miller, Heidi M. Weeks, Niko Kaciroti, and Jenny Radesky. “Differences in Parent-Toddler Interactions With Electronic versus Print Books.” American Academy of Pediatrics, April 1, 2019. https://pediatrics.aappublications.org/content/143/4/e20182012.

Myruski, Sarah, Olga Gulyayeva, Samantha Birk, Koraly Pérez-Edgar, Kristin A. Buss, and Tracy A. Dennis-Tiwary. “Digital Disruption? Maternal Mobile Device Use Is Related to Infant Social-Emotional Functioning.” Developmental Science 21, no. 4 (2017). https://doi.org/10.1111/desc.12610.

Nagy, William, and Dianna Townsend. “Words as Tools: Learning Academic Vocabulary as Language Acquisition.” Reading Research Quarterly 47, no. 1 (2012): 91—108. https://doi.org/10.1002/rrq.011.

Nation, Kate, and Margaret Snowling. “Assessing Reading Difficulties: the Validity and Utility of Current Measures of Reading Skill.” British Journal of Educational Psychology 67, no. 3 (1997): 359—70. https://doi.org/10.1111/j.2044–8279.1997.tb01250.x.

National Scientific Council on the Developing Child. “Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Paper No. 13.” 2015. https://developingchild.harvard.edu/resources/supportive-relationships-and-active-skill-building-strengthen-the-foundations-of-resilience/.

Neff, Kristin. Self-Compassion: The Proven Power of Being Kind to Yourself. New York: William Morrow, 2015.

Neff, Kristin D., and Daniel J. Faso. “Self-Compassion and Well-Being in Parents of Children with Autism.” Mindfulness 6, no. 4 (August 2014): 938—47. https://doi.org/10.1007/s12671-014-0359-2.

Neijenhuis, Karin, Nicole G. Campbell, Martin Cromb, Margreet R. Luinge, David R. Moore, Stuart Rosen, and Ellen de Wit. “An Evidence-Based Perspective on ‘Misconceptions’ Regarding Pediatric Auditory Processing Disorder.” Frontiers in Neurology 10 (March 2019). https://doi.org/10.3389/fneur.2019.00287.

Nelson, Soraya Sarhaddi. “Germany Bans ‘My Friend Cayla’ Doll Over Spying Concerns.” NPR, February 20, 2017. https://www.npr.org/2017/02/20/516292295/germany-bans-my-friend-cayla-doll-over-spying-concerns.

Nerenberg, Jenara. Divergent Mind: Thriving in a World That Wasn’t Designed for You. New York: HarperOne, 2021.

Nett, Ulrike E., Thomas Goetz, Nathan C. Hall, and Anne C. Frenzel. “Metacognitive Strategies and Test Performance: An Experience Sampling Analysis of Students’ Learning Behavior.” Education Research International 2012, November 1, 2012. https://www.hindawi.com/journals/edri/2012/958319/.

Neubauer, Andreas B., Andrea Schmidt, Andrea C. Kramer, and Florian Schmiedek. “A Little Autonomy Support Goes a Long Way: Daily Autonomy-Supportive Parenting, Child Well-Being, Parental Need Fulfillment, and Change in Child, Family, and Parent Adjustment Across the Adaptation to the COVID-19 Pandemic.” Child Development, 2021. https://doi.org/10.1111/cdev.13515.

Neuenschwander, Regula, Allison Friedman-Krauss, Cybele Raver, and Clancy Blair. “Teacher Stress Predicts Child Executive Function: Moderation by School Poverty.” Early Education and Development 28, no. 7 (2017): 880–900. https://doi.org/10.1080/10409289.2017.1287993.

Newland, Rebecca P., and Keith A. Crnic. “Developmental Risk and Goodness of Fit in the Mother-Child Relationship: Links to Parenting Stress and Children’s Behaviour Problems.” Infant and Child Development 26, no. 2 (October 2016). https://doi.org/10.1002/icd.1980.

Newport, Cal. Digital Minimalism: Choosing a Focused Life in a Noisy World. London: Penguin Business, 2020.

Nichols, Sara R., Margarita Svetlova, and Celia A. Brownell. “Toddlers’ Responses to Infants’ Negative Emotions.” Infancy 20, no. 1 (April 2014): 70–97. https://doi.org/10.1111/infa.12066.

Nieto, Sonia. Language, Culture, and Teaching. New York: Routledge, 2017.

Ninio, Anat, and Catherine E. Snow. Pragmatic Development. New York: Routledge, 1996. https://doi.org/10.4324/9780429498053-7.

“No Time for Recess, No Need for Nap.” FairTest. Accessed June 9, 2021. https://www.fairtest.org/no-time-recess-no-need-nap.

Nolen-Hoeksema, Susan, Joan S. Girgus, and Martin E. Seligman. “Learned Helplessness in Children: A Longitudinal Study of Depression, Achievement, and Explanatory Style.” Journal of Personality and Social Psychology 51, no. 2 (1986): 435—42. https://doi.org/10.1037/0022-3514.51.2.435.

Nore, Gordon. “This Is Why Young Children Need to Explore Gender Identity in the Classroom.” Today’s Parent, August 23, 2019. https://www.todaysparent.com/kids/school-age/young-children-need-to-learn-gender-identity/.

Norgard, Rikke Toft, Claus Toft-Nielsen, and Nicola Whitton. “Playful Learning in Higher Education: Developing a Signature Pedagogy.” International Journal of Play 6, no. 3 (February 2017): 272—82. https://doi.org/10.1080/21594937.2017.1382997.

Novotney, Amy. “Understanding Our Personalities Requires a Lesson in History.” Monitor on Psychology 39, no. 11 (December 2008). https://www.apa.org/monitor/2008/12/kagan.

O’Connor, Rollanda E., Annika White, and H. Lee Swanson. “Repeated Reading versus Continuous Reading: Influences on Reading Fluency and Comprehension.” Exceptional Children 74, no. 1 (2007): 31–46. https://doi.org/10.1177/001440290707400102.

Odell, Jenny. How to Do Nothing: Resisting the Attention Economy. New York: Melville House, 2019.

Orben, Amy, and Andrew K. Przybylski. “The Association between Adolescent Well-Being and Digital Technology Use.” Nature Human Behaviour 3, no. 2 (2019): 173—82. https://doi.org/10.1038/s41562-018-0506-1.

Ornaghi, Veronica, Elisabetta Conte, and Ilaria Grazzani. “Empathy in Toddlers: The Role of Emotion Regulation, Language Ability, and Maternal Emotion Socialization Style.” Frontiers in Psychology 11 (2020). https://doi.org/10.3389/fpsyg.2020.586862.

Ottmar, Erin R., Sara E. Rimm-Kaufman, Robert Q. Berry, and Ross A. Larsen. “Does the Responsive Classroom Approach Affect the Use of Standards-Based Mathematics Teaching Practices?” Elementary School Journal 113, no. 3 (2013): 434—57. https://doi.org/10.1086/668768.

Overton, Sheri, and John L. Rausch. “Peer Relationships as Support for Children with Disabilities.” Focus on Autism and Other Developmental Disabilities 17, no. 1 (2002): 11–29. https://doi.org/10.1177/108835760201700102.

Pajares, Frank. “Self-Efficacy Beliefs in Academic Settings.” Review of Educational Research 66, no. 4 (1996): 543—78. https://doi.org/10.3102/00346543066004543.

Paley, Jennifer. “Praising Intelligence: Costs to Children’s Self-Esteem and Motivation.” Bing Nursery School, October 1, 2011. https://bingschool.stanford.edu/news/praising-intelligence-costs-childrens-self-esteem-and-motivation.

Parris, Dominique, Victor St. John, and Jessica Dym Bartlett. “Resources to Support Children’s Emotional Well-Being Amid Anti-Black Racism, Racial Violence, and Trauma.” Child Trends, June 23, 2020. https://www.childtrends.org/publications/resources-to-support-childrens-emotional-well-being-amid-anti-black-racism-racial-violence-and-trauma.

Pasnak, Robert. “Empirical Studies of Patterning.” Psychology 08, no. 13 (2017): 2276—93. https://doi.org/10.4236/psych.2017.813144.

Patchin, Justin W. “New National Bullying and Cyberbullying Statistics.” Cyberbullying Research Center, October 10, 2016. https://cyberbullying.org/new-national-bullying-cyberbullying-data.

Pea, Roy, Clifford Nass, Lyn Meheula, Marcus Rance, Aman Kumar, Holden Bamford, Matthew Nass, et al. “Media Use, Face-to-Face Communication, Media Multitasking, and Social Well-Being among 8- to 12-Year-Old Girls.” Developmental Psychology 48, no. 2 (2012): 327—36. https://doi.org/10.1037/a0027030.

Pearson, P. David, and Margaret C. Gallagher. “The Instruction of Reading Comprehension.” Contemporary Educational Psychology 8, no. 3 (1983): 317—44. https://doi.org/10.1016/0361-476x(83)90019-x.

Perrin, Andrew. “5 Facts about Americans and Video Games.” Pew Research Center, September 17, 2018. https://www.pewresearch.org/fact-tank/2018/09/17/5-facts-about-americans-and-video-games/.

Piaget, Jean. “Quantification, Conservation, and Nativism.” Science 162, no. 3857 (1968): 976—79. https://doi.org/10.1126/science.162.3857.976.

Piaget, Jean. The Origins of Intelligence in Children. New York: International Universities Press, 1952.

Piaget, Jean. “The Role of Action in the Development of Thinking.” In Knowledge and Development. Edited by Willis F. Overton and Jeanette M. Gallagher, 17–42. Boston: Springer, 1977. https://doi.org/10.1007/978-1-4684-2547-5_2.

Piaget, Jean, and Barbel Inhelder. The Growth of Logical Thinking from Childhood to Adolescence: An Essay on the Construction of Formal Operational Structures. New York: Basic Books, 1958.

Pickering, Martin J., and Simon Garrod. “Alignment as the Basis for Successful Communication.” Research on Language and Computation 4, no. 2–3 (2006): 203—28. https://doi.org/10.1007/s11168-006-9004-0.

Pickering, Martin J., and Simon Garrod. “Toward a Mechanistic Psychology of Dialogue.” Behavioral and Brain Sciences 27, no. 2 (2004). https://doi.org/10.1017/s0140525x04000056.

Playful Science. Accessed June 3, 2021. https://web.stanford.edu/group/playfulscience/cgi-bin/about.php.

Polanin, Megan, and Elizabeth Vera. “Bullying Prevention and Social Justice.” Theory Into Practice 52, no. 4 (February 2013): 303—10. https://doi.org/10.1080/00405841.2013.829736.

Polikoff, Morgan S. “Is Common Core ‘Working’? And Where Does Common Core Research Go From Here?” AERA Open 3, no. 1 (2017): 233285841769174. https://doi.org/10.1177/2332858417691749.

Poole, Carla, Susan A. Miller, and Ellen Booth Church. “Ages & Stages: Empathy.” Scholastic. Accessed May 26, 2021. https://www.scholastic.com/teachers/articles/teaching-content/ages-stages-empathy/.

Price, A.W. “Perfect Friendship in Aristotle.” In Love and Friendship in Plato and Aristotle. Oxford: Oxford Univ. Press, 1990. https://doi.org/10.1093/acprof: oso/9780198248996.003.0004.

Proyer, René T. “The Well-Being of Playful Adults: Adult Playfulness, Subjective Well-Being, Physical Well-Being, and the Pursuit of Enjoyable Activities.” European Journal of Humour Research 1, no. 1 (2013): 84–98. https://doi.org/10.7592/ejhr2013.1.1.proyer.

Proyer, René T., Fabian Gander, Emma J. Bertenshaw, and Kay Brauer. “The Positive Relationships of Playfulness with Indicators of Health, Activity, and Physical Fitness.” Frontiers in Psychology 9 (2018). https://doi.org/10.3389/fpsyg.2018.01440.

Pruett, Kyle D. “Children at Play: Clinical and Developmental Approaches to Meaning and Representation.” Journal of the American Academy of Child & Adolescent Psychiatry 34, no. 9 (1995): 1249. https://doi.org/10.1097/00004583-199509000-00027.

Psouni, Elia, Andreas Falck, Leni Boström, Martin Persson, Lisa Sidén, and Maria Wallin. “Together I Can! Joint Attention Boosts 3- to 4-Year-Olds’ Performance in a Verbal False-Belief Test.” Child Development 90, no. 1 (2018): 35–50. https://doi.org/10.1111/cdev.13075.

Rath, Tom, and Audra Wallace. How Full Is Your Bucket? New York: Scholastic, 2019.

Recchia, Holly E., Cecilia Wainryb, Stacia Bourne, and Monisha Pasupathi.“The Construction of Moral Agency in Mother – Child Conversations about Helping and Hurting across Childhood and Adolescence.” Developmental Psychology 50, no. 1 (2014): 34–44. https://doi.org/10.1037/a0033492.

Remmele, Bernd, and Nicola Whitton. “Disrupting the Magic Circle: The Impact of Negative Social Gaming Behaviours.” In Psychology, Pedagogy, and Assessment in Serious Games. Edited by Thomas M. Connolly, Elizabeth Boyle, Gavin Baxter, and Pablo Moreno-Ger. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4773-2.ch006.

“Resilience.” Center on the Developing Child at Harvard University. AccessedAugust 17, 2020. https://developingchild.harvard.edu/science/key-concepts/resilience/.

Rettew, David. Child Temperament: New Thinking about the Boundary between Traits and Illness. New York: W.W. Norton, 2013.

Rettner, Rachael. “Are Today’s Youth Less Creative & Imaginative?” LiveScience. August 12, 2011. https://www.livescience.com/15535-children-creative.html.

“The Rigorous and Regulated Learning Environment.” RWJF, March 19, 2014. https://www.rwjf.org/en/library/research/2014/03/the-rigorous-and-regulated-learning-environment.html.

Rijsewijk, Loes G., Tom A.B. Snijders, Jan Kornelis Dijkstra, Christian Steglich, and René Veenstra. “The Interplay Between Adolescents’ Friendships and the Exchange of Help: A Longitudinal Multiplex Social Network Study.” Journal of Research on Adolescence 30, no. 1 (October 2019): 63–77. https://doi.org/10.1111/jora.12501.

Rittle-Johnson, Bethany, Erica L. Zippert, and Katherine L. Boice. “The Roles of Patterning and Spatial Skills in Early Mathematics Development.” Early Childhood Research Quarterly 46 (2019): 166—78. https://doi.org/10.1016/j.ecresq.2018.03.006.

Rnic, Katerina, David J. Dozois, and Rod A. Martin. “Cognitive Distortions, Humor Styles, and Depression.” Europe’s Journal of Psychology 12, no. 3 (2016): 348—62. https://doi.org/10.5964/ejop.v12i3.1118.

Robinson, J. “Empathy and Prosocial Behavior.” In Encyclopedia of Infant and Early Childhood Development. Edited by Marshall M. Haith and Janette B. Benson, 441—50. Cambridge: Academic Press, 2008. https://doi.org/10.1016/b978-012370877-9.00056-6.

Robinson, Ken, and Lou Aronica. The Element: How Finding Your Passion Changes Everything. New York: Random House, 2009.

Rogin, Madeleine. “Seeing, Noticing, and Talking About Differences with Young Children.” EmbraceRace. Accessed June 10, 2021. https://www.embracerace.org/resources/seeing-noticing-talking-about-difference-with-young-children.

Romeo, Rachel R., Joshua Segaran, Julia A. Leonard, Sydney T. Robinson, Martin R. West, Allyson P. Mackey, Anastasia Yendiki, Meredith L. Rowe, and John D.E. Gabrieli. “Language Exposure Relates to Structural Neural Connectivity in Childhood.” Journal of Neuroscience 38, no. 36 (2018): 7870—77. https://doi.org/10.1523/jneurosci.0484-18.2018.

Romeo, Rachel R., Julia A. Leonard, Sydney T. Robinson, Martin R. West, Allyson P. Mackey, Meredith L. Rowe, and John D. E. Gabrieli. “Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated with Language-Related Brain Function.” Psychological Science 29, no. 5 (2018): 700—10. https://doi.org/10.1177/0956797617742725.

Root-Bernstein, Michele M. “The Creation of Imaginary Worlds.” In The Oxford Handbook of the Development of Imagination. Edited by Marjorie Taylor, 417—37. New York: Oxford Univ. Press, 2013. https://doi.org/10.1093/oxfordhb/9780195395761.013.0027.

Root-Bernstein, Michele. Inventing Imaginary Worlds: From Childhood Play to Adult Creativity across the Arts and Sciences. Lanham, MD: Rowman & Littlefield Education, 2014.

Rose, Todd. The End of Average: How We Succeed in a World That Values Sameness. New York: HarperOne, 2016.

Rosenblum, Katherine L., Susan C. McDonough, Arnold J. Sameroff, and Maria Muzik. “Reflection in Thought and Action: Maternal Parenting Reflectivity Predicts Mind-Minded Comments and Interactive Behavior.” Infant Mental Health Journal 29, no. 4 (2008): 362—76. https://doi.org/10.1002/imhj.20184.

Roser, Max, and Esteban Ortiz-Ospina. “Literacy.” Our World in Data, September 20, 2018. https://ourworldindata.org/literacy.

Roth-Hanania, Ronit, Maayan Davidov, and Carolyn Zahn-Waxler. “Empathy Development from 8 to 16 Months: Early Signs of Concern for Others.” Infant Behavior and Development 34, no. 3 (2011): 447—58. https://doi.org/10.1016/j.infbeh.2011.04.007.

Rothbart, Mary K., and John E. Bates. “Temperament.” In Handbook of Child Psychology. Edited by Nancy Eisenberg. New York: John Wiley & Sons, 2007. https://doi.org/10.1002/9780470147658.chpsy0303.

Rothbart, Mary K., Lesa K. Ellis, M. Rosario Rueda, and Michael I. Posner. “Developing Mechanisms of Temperamental Effortful Control.” Journal of Personality 71, no. 6 (2003): 1113—44. https://doi.org/10.1111/1467-6494.7106009.

Rothbart, Mary Klevjord. “Measurement of Temperament in Infancy.” Child Development 52, no. 2 (1981): 569—78. https://doi.org/10.2307/1129176.

Rowe, Meredith L. “A Longitudinal Investigation of the Role of Quantity and Quality of Child-Directed Speech in Vocabulary Development.” Child Development 83, no. 5 (2012): 1762—74. https://doi.org/10.1111/j.1467–8624.2012.01805.x.

Rowe, Meredith L., and Kathryn A. Leech. “A Parent Intervention with a Growth Mindset Approach Improves Children’s Early Gesture and Vocabulary Development.” Developmental Science 22, no. 4 (2018). https://doi.org/10.1111/desc.12792.

Roxburgh, Susan. “Parental Time Pressures and Depression among Married Dual-Earner Parents.” Journal of Family Issues 33, no. 8 (September 2011): 1027—53. https://doi.org/10.1177/0192513x11425324.

Ruble, Diane N., Lisa J. Taylor, Lisa Cyphers, Faith K. Greulich, Leah E. Lurye, and Patrick E. Shrout. “The Role of Gender Constancy in Early Gender Development.” Child Development 78, no. 4 (2007): 1121—36. https://doi.org/10.1111/j.1467–8624.2007.01056.x.

Russ, Sandra W. Pretend Play in Childhood: Foundation of Adult Creativity. Washington, DC: American Psychological Association, 2014. https://doi.org/10.1037/14282-003.

Russ, Sandra W. “Pretend Play, Affect, and Creativity.” In New Directions in Aesthetics, Creativity, and the Arts. Edited by Paul Locher, Colin Martindale, and Leonid Dorfman, 239—50. New York: Routledge, 2020. https://doi.org/10.4324/9781315224084-19.

Russ, Sandra, and Larissa Niec. Play in Clinical Practice Evidence-Based Approaches. New York: Guilford Press, 2011.

Ryan, Richard M., and Edward L. Deci. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Press, 2018.

Sajaniemi, N., J. Mäkelä, T. Salokorpi, L. von Wendt, T. Hämäläinen, and L. Hakamies-Blomqvist. “Cognitive Performance and Attachment Patterns at Four Years of Age in Extremely Low Birth Weight Infants after Early Intervention.” European Child & Adolescent Psychiatry 10, no. 2 (2001): 122—29. https://doi.org/10.1007/s007870170035.

Sajaniemi, Nina, Liisa Hakamies-Blomqvist, Jukka Mäkelä, Anne Avellan, Hannu Rita, and Lennart von Wendt. “Cognitive Development, Temperament and Behavior at 2 Years as Indicative of Language Development at 4 Years in Pre-Term Infants.” Child Psychiatry and Human Development 31, no. 4 (2001): 329—46. https://doi.org/10.1023/a:1010238523628.

Salley, Brenda, Nancy C. Brady, Lesa Hoffman, and Kandace Fleming. “Preverbal Communication Complexity in Infants.” Infancy 25, no. 1 (2019): 4—21. https://doi.org/10.1111/infa.12318.

Salmivalli, Christina, Antti Kärnä, and Elisa Poskiparta. “Counteracting Bullying in Finland: The KiVa Program and Its Effects on Different Forms of Being Bullied.” International Journal of Behavioral Development 35, no. 5 (2011): 405—11. https://doi.org/10.1177/0165025411407457.

Salo, Virginia, Meredith Rowe, Natasha Cabrera, and Kathryn Leech. “Father Input and Child Vocabulary Development: The Importance of Wh Questions and Clarification Requests.” Seminars in Speech and Language 34, no. 04 (February 2013): 249—59. https://doi.org/10.1055/s-0033-1353445.

Sanders, Sam, and Kenya Young. “A Black Mother Reflects on Giving Her 3 Sons ‘The Talk’. Again and Again.” NPR, June 28, 2020. https://www.npr.org/2020/06/28/882383372/a-black-mother-reflects-on-giving-her-3-sons-the-talk-again-and-again.

Sandstrom, Gillian M., and Elizabeth W. Dunn. “Social Interactions and Well-Being.” Personality and Social Psychology Bulletin 40, no. 7 (2014): 910—22. https://doi.org/10.1177/0146167214529799.

Sansavini, Alessandra, Annalisa Guarini, and Maria Cristina Caselli. “Preterm Birth: Neuropsychological Profiles and Atypical Developmental Pathways.” Developmental Disabilities Research Reviews 17, no. 2 (2011): 102—13. https://doi.org/10.1002/ddrr.1105.

Sansavini, Alessandra, Annalisa Guarini, Silvia Savini, Serena Broccoli, Laura Justice, Rosina Alessandroni, and Giacomo Faldella. “Longitudinal Trajectories of Gestural and Linguistic Abilities in Very Preterm Infants in the Second Year of Life.” Neuropsychologia 49, no. 13 (2011): 3677—88. https://doi.org/10.1016/j.neuropsychologia.2011.09.023.

Sanson, Ann, Sheryl A. Hemphill, and Diana Smart. “Connections between Temperament and Social Development: A Review.” Social Development 13, no. 1 (2004): 142—70. https://doi.org/10.1046/j1467-9507.2004.00261.x.

Scardamalia, Marlene, and Carl Bereiter. “Child as Coinvestigator: Helping Children Gain Insight into Their Own Mental Processes.” In Learning and Motivation in the Classroom. Edited by Scott G. Paris, Gary M. Olson, and Harold W. Stevenson, 61–82. London: Routledge, 2017. https://doi.org/10.4324/9781315188522-4.

Schonert-Reichl, Kimberly A., Veronica Smith, Anat Zaidman-Zait, and Clyde Hertzman. “Promoting Children’s Prosocial Behaviors in School: Impact of the ‘Roots of Empathy’ Program on the Social and Emotional Competence of School-Aged Children.” School Mental Health 4, no. 1 (April 2011): 1—21. https://doi.org/10.1007/s12310-011-9064-7.

Schultz, Stacey. “Your Child’s Temperament: Finding the Right Parenting Style to Match.” ParentMap, April 28, 2012. https://www.parentmap.com/article/your-childs-temperament-finding-the-right-parenting-style.

Schunk, Dale H. “Verbalization and Children’s Self-Regulated Learning.” Contemporary Educational Psychology 11, no. 4 (1986): 347—69. https://doi.org/10.1016/0361-476x(86)90030-5.

Schwab, Katharine. “Will Toys Ever Go Beyond Blue and Pink?” The Atlantic, May 5, 2016. https://www.theatlantic.com/entertainment/archive/2016/05/beyond-blue-and-pink-the-rise-of-gender-neutral-toys/480624/.

Schwebel, David C., and Jodie M. Plumert. “Longitudinal and Concurrent Relations among Temperament, Ability Estimation, and Injury Proneness.” Child Development 70, no. 3 (1999): 700—12. https://doi.org/10.1111/1467-8624.00050.

Seigneuric, Alix, and Marie-France Ehrlich. “Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation.” Reading and Writing 18, no. 7–9 (2005): 617—56. https://doi.org/10.1007/s11145-005-2038-0.

Seja, Astrida L., and Sandra W. Russ. “Children’s Fantasy Play and Emotional Understanding.” Journal of Clinical Child Psychology 28, no. 2 (1999): 269—77. https://doi.org/10.1207/s15374424jccp2802_13.

Selman, Robert L. The Growth of Interpersonal Understanding: Developmental and Clinical Analyses. San Diego: Academic Press, 1980.

Senior, Jennifer. All Joy and No Fun: The Paradox of Modern Parenthood. New York: Ecco, 2014.

Shai, Dana, and Jay Belsky. “Parental Embodied Mentalizing: How the Nonverbal Dance between Parents and Infants Predicts Children’s Socio-Emotional Functioning.” Attachment & Human Development 19, no. 2 (2016): 191–219. https://doi.org/10.1080/14616734.2016.1255653.

Shaw, George Bernard. Everybody’s Political What’s What? London: Constable and Company Limited, 1944.

Shechet, Ellie. “How to Do Nothing: The New Guide to Refocusing on the Real World.” The Guardian, April 2, 2019. https://www.theguardian.com/lifeandstyle/2019/apr/02/jenny-odell-how-to-do-nothing-attention.

Shin, So Yeon, Kathryn A. Leech, and Meredith L. Rowe. “Examining Relations between Parent-Child Narrative Talk and Children’s Episodic Foresight and Theory of Mind.” Cognitive Development 55 (2020): 100910. https://doi.org/10.1016/j.cogdev.2020.100910.

Shmukler, Diana. “Preschool Imaginative Play Predisposition and Its Relationship to Subsequent Third Grade Assessment.” Imagination, Cognition and Personality 2, no. 3 (1983): 231—40. https://doi.org/10.2190/17cd-bkar-ybky-elew.

Shonkoff, Jack P. “Leveraging the Biology of Adversity to Address the Roots of Disparities in Health and Development.” Proceedings of the National Academy of Sciences 109, no. Supplement_2 (August 2012): 17302—7. https://doi.org/10.1073/pnas.1121259109.

Shonkoff, Jack P., and Linda Richter. “The Powerful Reach of Early Childhood Development.” In Handbook of Early Childhood Development Research and Its Impact on Global Policy. Edited by Pia Rebello Britto, Patrice L. Engle, and Charles M. Super. New York: Oxford Univ. Press, 2013. https://doi.org/10.1093/acprof: oso/9780199922994.003.0002.

Shumow, Lee. “Promoting Parental Attunement to Children’s Mathematical Reasoning Through Parent Education.” Journal of Applied Developmental Psychology 19, no. 1 (1998): 109—27. https://doi.org/10.1016/s0193-3973(99)80031-8.

Shutts, Kristin. “Young Children’s Preferences: Gender, Race, and Social Status.” Child Development Perspectives 9, no. 4 (2015): 262—66. https://doi.org/10.1111/cdep.12154.

Sicart, Miguel. Play Matters. Cambridge, MA: MIT Press, 2017.

Siegel, Daniel J. Mindsight: The New Science of Personal Transformation. New York: Bantam Books, 2011.

Siegel, Daniel J., and Tina Payne Bryson. The Power of Showing Up: How Parental Presence Shapes Who Our Kids Become and How Their Brains Get Wired. New York: Ballantine Books, 2021.

Siegel, Linda S. “Perspectives on Dyslexia.” Paediatrics & Child Health 11, no. 9 (2006): 581—87. https://doi.org/10.1093/pch/11.9.581.

Signorella, Margaret L., Rebecca S. Bigler, and Lynn S. Liben. “Developmental Differences in Children’s Gender Schemata about Others: A Meta-Analytic Review.” Developmental Review 13, no. 2 (1993): 147—83. https://doi.org/10.1006/drev.1993.1007.

Simien, Evelyn M. “Doing Intersectionality Research: From Conceptual Issues to Practical Examples.” Politics & Gender 3, no. 2 (2007). https://doi.org/10.1017/s1743923x07000086.

“Simple Interactions.” Fred Rogers Center for Early Learning & Children’s Media. Accessed June 4, 2021. https://www.fredrogerscenter.org/what-we-do/simple-interactions/.

Singer, Dorothy G., J. L. Singer, H. D’agostino, and R. DeLong. “Children’s Pastimes and Play in Sixteen Nations: Is Free-Play Declining?” American Journal of Play 1, no. 3 (Winter 2009): 283–312. https://eric.ed.gov/?id=EJ1069041.

Singer, Dorothy G., and Jerome L. Singer. The House of Make-Believe: Children’s Play and the Developing Imagination. Cambridge, MA: Harvard Univ. Press, 1990.

Singer, Jerome L. “Enhancing Elementary School Children’s Achievement and Creativity through Imaginative Play in the Classroom.” PsycEXTRA Dataset, 2011. https://doi.org/10.1037/e659042011-001.

Singer, Jerome L., and Dorothy G. Singer. “Preschoolers’ Imaginative Play as Precursor of Narrative Consciousness.” Imagination, Cognition and Personality 25, no. 2 (2005): 97—117. https://doi.org/10.2190/0kqu-9a2v-yam2-xd8j.

Singer, Jerome L., and Dorothy G. Singer. “Professional Paths over Six Decades Researching and Practicing Play.” International Journal of Play 4, no. 2 (April 2015): 190–202. https://doi.org/10.1080/21594937.2015.1060570.

Singer, Judy. Neurodiversity: The Birth of an Idea. Lexington, KY: Judy Singer, 2017.

Sisk, Victoria F., Alexander P. Burgoyne, Jingze Sun, Jennifer L. Butler, and Brooke N. Macnamara. “To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses.” Psychological Science 29, no. 4 (May 2018): 549—71. https://doi.org/10.1177/0956797617739704.

Slomkowski, Cheryl, and Judy Dunn. “Young Children’s Understanding of Other People’s Beliefs and Feelings and Their Connected Communication with Friends.” Developmental Psychology 32, no. 3 (1996): 442—47. https://doi.org/10.1037/0012-1649.32.3.442.

Smith, Peter K. “Children at Play: Clinical and Developmental Approaches to Meaning and Represenation.” Child Psychology and Psychiatry Review 6, no. 3 (2001): 144—47. https://doi.org/10.1017/s1360641701232699.

Snow, Catherine E. “Conversations with Children.” In Language Acquisition: Studies in First Language Development. Edited by Paul Fletcher and Michael Garman, 69–89. Cambridge: Cambridge Univ. Press, 1986. https://doi.org/10.1017/cbo9780511620683.006.

Snow, Catherine E. “The Theoretical Basis for Relationships between Language and Literacy in Development.” Journal of Research in Childhood Education 6, no. 1 (1991): 5—10. https://doi.org/10.1080/02568549109594817.

Snow, Catherine E., M. Susan Burns, and Peg Griffin. Preventing Reading Difficulties in Young Children. Washington, DC: National Academies Press, 1998.

Snowling, Margaret J., Charles Hulme, and Kate Nation. “Defining and Understanding Dyslexia: Past, Present and Future.” Oxford Review of Education 46, no. 4 (March 2020): 501—13. https://doi.org/10.1080/03054985.2020.1765756.

Spencer, Mercedes, and Richard K. Wagner. “The Comprehension Problems of Children with Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis.” Review of Educational Research 88, no. 3 (March 2018): 366–400. https://doi.org/10.3102/0034654317749187.

Stafford, Mai, Diana L. Kuh, Catharine R. Gale, Gita Mishra, and Marcus Richards. “Parent – Child Relationships and Offspring’s Positive Mental Wellbeing from Adolescence to Early Older Age.” Journal of Positive Psychology 11, no. 3 (2015): 326—37. https://doi.org/10.1080/17439760.2015.1081971.

Stanovich, Keith E. “Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy.” Reading Research Quarterly 21, no. 4 (1986): 360–407. https://doi.org/10.1177/0022057409189001-204.

“The State of Learning Disabilities: Understanding the 1 in 5.” National Center for Learning Disabilities, February 1, 2017. https://www.ncld.org/wp-content/uploads/2017/03/1-in-5-Snapshot.Fin_.03142017.pdf.

“Statistics.” National Institute of Mental Health. US Department of Health and Human Services. Accessed June 4, 2021. https://www.nimh.nih.gov/health/statistics/.

Stelmack, Robert M., and Anastasios Stalikas. “Galen and the Humour Theory of Temperament.” Personality and Individual Differences 12, no. 3 (1991): 255—63. https://doi.org/10.1016/0191-8869(91)90111-n.

Stevens, Elizabeth A., Melodee A. Walker, and Sharon Vaughn. “The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students with Learning Disabilities: A Synthesis of the Research from 2001 to 2014.” Journal of Learning Disabilities 50, no. 5 (November 2016): 576—90. https://doi.org/10.1177/0022219416638028.

Stolt, S., A. Lind, J. Matomäki, L. Haataja, H. Lapinleimu, and L. Lehtonen. “Do the Early Development of Gestures and Receptive and Expressive Language Predict Language Skills at 5;0 in Prematurely Born Very-Low-Birth-Weight Children?” Journal of Communication Disorders 61 (2016): 16–28. https://doi.org/10.1016/j.jcomdis.2016.03.002.

Stothard, Susan E., and Charles Hulme. “A Comparison of Phonological Skills in Children with Reading Comprehension Difficulties and Children with Decoding Difficulties.” Journal of Child Psychology and Psychiatry 36, no. 3 (1995): 399–408. https://doi.org/10.1111/j.1469–7610.1995.tb01298.x.

Strauss, Valerie. “In a Liberal Boston Suburb, Kindergarten Teachers Say Their Students Are Learning to ‘Hate’ School.” Washington Post, June 13, 2019. https://www.washingtonpost.com/education/2019/06/13/liberal-boston-suburb-kindergarten-teachers-say-their-students-are-learning-hate-school/.

Strouse, Gabrielle A., and Jennifer E. Samson. “Learning from Video: A Meta-Analysis of the Video Deficit in Children Ages 0 to 6 Years.” Child Development 92, no. 1 (January/February 2021): e20—e38. https://doi.org/10.1111/cdev.13429.

Su, Jeb. “Why Amazon Alexa Is Always Listening to Your Conversations: Analysis.” Forbes, May 16, 2019. https://www.forbes.com/sites/jeanbaptiste/2019/05/16/why-amazon-alexa-is-always-listening-to-your-conversations-analysis/?sh=108f020d2378.

Sundem, Garth. “Kids with Low Self-Esteem: The Parental Praise Paradox.” Wired, March 6, 2013. https://www.wired.com/2013/03/kids-with-low-self-esteem-the-parental-praise-paradox/.

Suskind, Dana. Thirty Million Words: Building a Child’s Brain. New York: Dutton, 2016.

Svetlova, Margarita, Sara R. Nichols, and Celia A. Brownell. “Toddlers’ Prosocial Behavior: From Instrumental to Empathic to Altruistic Helping.” Child Development 81, no. 6 (2010): 1814—27. https://doi.org/10.1111/j.1467–8624.2010.01512.x.

Szycik, Gregor R., Bahram Mohammadi, Thomas F. Münte, and Bert T. te Wildt. “Lack of Evidence That Neural Empathic Responses Are Blunted in Excessive Users of Violent Video Games: An FMRI Study.” Frontiers in Psychology 8 (August 2017). https://doi.org/10.3389/fpsyg.2017.00174.

Tatum, Beverly Daniel. Why Are All the Black Kids Sitting Together in the Cafeteria? Revised Edition. New York: Basic Books, 2017.

Taussig, Rebekah. Sitting Pretty: The View from My Ordinary Resilient Disabled Body. New York: HarperOne, 2020.

Terada, Youki. “How Metacognition Boosts Learning.” Edutopia, November 21, 2017. https://www.edutopia.org/article/how-metacognition-boosts-learning.

Therrien, William J. “Fluency and Comprehension Gains as a Result of Repeated Reading.” Remedial and Special Education 25, no. 4 (2004): 252—61. https://doi.org/10.1177/07419325040250040801.

Thomas, Alexander, Stella Chess, and Herbert G. Birch. “The Origin of Personality.” Scientific American 223, no. 2 (1970): 102—9. https://doi.org/10.1038/scientificamerican0870-102.

Thornberg, Robert, Laura Tenenbaum, Kris Varjas, Joel Meyers, Tomas Jungert, and Gina Vanegas. “Bystander Motivation in Bullying Incidents: To Intervene or Not to Intervene?” Western Journal of Emergency Medicine 13, no. 3 (January 2012): 247—52. https://doi.org/10.5811/westjem.2012.3.11792.

Torgesen, Joseph K., Richard K. Wagner, and Carol A. Rashotte. “Longitudinal Studies of Phonological Processing and Reading.” Journal of Learning Disabilities 27, no. 5 (1994): 276—86. https://doi.org/10.1177/002221949402700503.

Torres, Carlos Alberto, and Emiliano Bosio. “Global Citizenship Education at the Crossroads: Globalization, Global Commons, Common Good, and Critical Consciousness.” Prospects 48, no. 3–4 (2020): 99—113. https://doi.org/10.1007/s11125-019-09458-w.

Tough, Paul. Helping Children Succeed: What Works and Why. Boston: Houghton Mifflin Harcourt, 2016.

Tracy, Sarah J. “Let’s Talk: Conversation as a Defining Moment for the Communication Discipline.” Health Communication 35, no. 7 (2019): 910—16. https://doi.org/10.1080/10410236.2019.1593081.

Treiman, Rebecca. “Phonological Awareness and Its Roles in Learning to Read and Spell.” In Phonological Awareness in Reading. Edited by Diane J. Sawyer and Barbara J. Fox, 159—89. New York: Springer, 1991. https://doi.org/10.1007/978-1-4612-3010-6_6.

Triplett, Cheri Foster, and Mary Alice Barksdale. “Third through Sixth Graders’ Perceptions of High-Stakes Testing.” Journal of Literacy Research 37, no. 2 (2005): 237—60. https://doi.org/10.1207/s15548430jlr3702_5.

Turner, Lisa A., and Paul E. Turner. “The Relation of Behavioral Inhibition and Perceived Parenting to Maladaptive Perfectionism in College Students.” Personality and Individual Differences 50, no. 6 (2011): 840—44. https://doi.org/10.1016/j.paid.2011.01.006.

Uccelli, Paola, Özlem Ece Demir-Lira, Meredith L. Rowe, Susan Levine, and Susan Goldin-Meadow. “Children’s Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence.” Child Development 90, no. 5 (2018): 1650—63. https://doi.org/10.1111/cdev.13034.

Uhls, Yalda T., Minas Michikyan, Jordan Morris, Debra Garcia, Gary W. Small, Eleni Zgourou, and Patricia M. Greenfield. “Five Days at Outdoor Education Camp without Screens Improves Preteen Skills with Nonverbal Emotion Cues.” Computers in Human Behavior 39 (2014): 387—92. https://doi.org/10.1016/j.chb.2014.05.036.

UNICEF. “Learning through Play,” October 2018. https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf.

Vaillancourt, Tracy, Robert Faris, and Faye Mishna. “Cyberbullying in Children and Youth: Implications for Health and Clinical Practice.” Canadian Journal of Psychiatry 62, no. 6 (2016): 368—73. https://doi.org/10.1177/0706743716684791.

Van Harmelen, A.-L., R. A. Kievit, K. Ioannidis, S. Neufeld, P.B. Jones, E. Bullmore, R. Dolan, P. Fonagy, and I. Goodyer. “Adolescent Friendships Predict Later Resilient Functioning across Psychosocial Domains in a Healthy Community Cohort.” Psychological Medicine 47, no. 13 (November 2017): 2312—22. https://doi.org/10.1017/s0033291717000836.

Vanderbilt, Douglas, and Marilyn Augustyn. “The Effects of Bullying.” Paediatrics and Child Health 20, no. 7 (2010): 315—20. https://doi.org/10.1016/j.paed.2010.03.008.

Varygiannes, Dorothy. “The Impact of Open-Ended Tasks.” Teaching Children Mathematics 20, no. 5 (2013): 277—80. https://doi.org/10.5951/teacchilmath.20.5.0277.

Vygotsky, L. S., Michael Cole, Sally Stein, and Allan Sekula. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard Univ. Press, 1978.

Vygotsky, L.S. The Collected Works of L.S. Vygotsky. Edited by Robert W. Rieber and Aaron S. Carton. New York: Plenum Press, 1987.

Wachsmuth, Ipke, Manuela Lenzen, and Günther Knoblich. “Embodied Communication in Humans and Machines.” Oxford Scholarship Online, March 2012. https://doi.org/10.1093/acprof: oso/9780199231751.001.0001.

Wagers, Keshia B., and Elizabeth J. Kiel. “The Influence of Parenting and Temperament on Empathy Development in Toddlers.” Journal of Family Psychology 33, no. 4 (2019): 391–400. https://doi.org/10.1037/fam0000505.

Ware, Bronnie. The Top Five Regrets of the Dying: A Life Transformed by the Dearly Departing. Alexandria, NSW: Hay House Australia, 2019.

Wasik, Barbara A., and Charlene Iannone-Campbell. “Developing Vocabulary through Purposeful, Strategic Conversations.” The Reading Teacher 66, no. 4 (2012): 321—32. https://doi.org/10.1002/trtr.01095.

Wasik, Barbara A., and Mary Alice Bond. “Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms.” Journal of Educational Psychology 93, no. 2 (2001): 243—50. https://doi.org/10.1037/0022-0663.93.2.243.

Wass, Rob, and Clinton Golding. “Sharpening a Tool for Teaching: The Zone of Proximal Development.” Teaching in Higher Education 19, no. 6 (2014): 671—84. https://doi.org/10.1080/13562517.2014.901958.

Weisberg, Deena Skolnick, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff. “Guided Play: Where Curricular Goals Meet a Playful Pedagogy.” Mind, Brain, and Education 7, no. 2 (2013): 104—12. https://doi.org/10.1111/mbe.12015.

Weisberg, Deena Skolnick, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Audrey K. Kittredge, and David Klahr. “Guided Play: Principles and Practices.” Current Directions in Psychological Science 25, no. 3 (2016): 177—82. https://doi.org/10.1177/0963721416645512.

Weissbourd, Richard. The Parents We Mean to Be: How Well-Intentioned Adults Undermine Children’s Moral and Emotional Development. Boston: Houghton Mifflin Harcourt, 2009.

Weissbourd, Richard, and Rebecca Givens Rolland. “Learning about Love: How Schools Can Better Prepare Students for Romantic Relationships.” Harvard Education Letter 29, no. 2 (March/April 2013). https://www.hepg.org/hel-home/issues/29_2/helarticle/learning-about-love.

Wentzel, Kathryn R., Carolyn McNamara Barry, and Kathryn A. Caldwell. “Friendships in Middle School: Influences on Motivation and School Adjustment.” Journal of Educational Psychology 96, no. 2 (2004): 195–203. https://doi.org/10.1037/0022-0663.96.2.195.

Westheimer, Joel, and Joseph Kahne. “What Kind of Citizen? The Politics of Educating for Democracy.” American Educational Research Journal 41, no. 2 (2004): 237—69. https://doi.org/10.3102/00028312041002237.

“What Is Mindsight? An Interview with Dr. Dan Siegel.” PsychAlive, September 15, 2017. https://www.psychalive.org/what-is-mindsight-an-interview-with-dr-dan-siegel/.

“Why Kids Become Bullies.” Yale Medicine, February 28, 2017. https://www.yalemedicine.org/stories/understanding-bullying/.

Whyte, David. “10 Questions That Have No Right to Go Away.” Oprah.com, June 15, 2011. https://www.oprah.com/oprahs-lifeclass/poet-david-whytes-questions-that-have-no-right-to-go-away1.

Williams, Amanda, Kelly O’Driscoll, and Chris Moore. “The Influence of Empathic Concern on Prosocial Behavior in Children.” Frontiers in Psychology 5 (December 2014). https://doi.org/10.3389/fpsyg.2014.00425.

Wingfield, Adia Harvey. “Color Blindness Is Counterproductive.” The Atlantic, September 13, 2015. https://www.theatlantic.com/politics/archive/2015/09/color-blindness-is-counterproductive/405037/.

Winner, Michelle Garcia, and Pamela J. Crooke. “Social Communication Strategies for Adolescents with Autism.” The ASHA Leader 16, no. 1 (2011): 8—11. https://doi.org/10.1044/leader.ftr1.16012011.8.

Winnicott, Donald W. “Communication between Infant and Mother, and Mother and Infant, Compared and Contrasted.” In The Collected Works of D. W. Winnicott. Edited by Lesley Caldwell and Helen Taylor Robinson, 227—38. Oxford: Univ. Press, 2016. https://doi.org/10.1093/med: psych/9780190271404.003.0040.

Winthrop, Rebecca. “How Playful Learning Can Help Leapfrog Progress in Education.” Brookings, April 2, 2019. https://www.brookings.edu/research/how-playful-learning-can-help-leapfrog-progress-in-education/.

Wolf, Maryanne. Reader, Come Home: The Reading Brain in a Digital World. New York: Harper, 2019.

Wright, Marguerite A. I’m Chocolate, You’re Vanilla: Raising Healthy Black and Biracial Children in a Race-Conscious World. San Francisco: Jossey-Bass, 2000.

Wright, Michelle F., Sebastian Wachs, and Zheng Huang. “Adolescents’ Popularity-Motivated Aggression and Prosocial Behaviors: The Roles of Callous-Unemotional Traits and Social Status Insecurity.” Frontiers in Psychology 12 (2021). https://doi.org/10.3389/fpsyg.2021.606865.

Wulansari, Ossy Dwi, Johanna Pirker, Johannes Kopf, and Christian Guetl. “Video Games and Their Correlation to Empathy.” Advances in Intelligent Systems and Computing, 2020, 151—63. https://doi.org/10.1007/978-3-030-40274-7_16.

Xi, Jiao, and James P. Lantolf. “Scaffolding and the Zone of Proximal Development: A Problematic Relationship.” Journal for the Theory of Social Behaviour 51, no. 1 (2020): 25–48. https://doi.org/10.1111/jtsb.12260.

The Yale Center for Dyslexia & Creativity (website). Accessed May 29, 2021. https://dyslexia.yale.edu/.

Yaratan, Huseyin, and Rusen Yucesoylu. “Self-Esteem, Self-Concept, Self-Talk and Significant Others’ Statements in Fifth Grade Students: Differences According to Gender and School Type.” Procedia – Social and Behavioral Sciences 2, no. 2 (2010): 3506—18. https://doi.org/10.1016/j.sbspro.2010.03.543.

Ybarra, Oscar, Piotr Winkielman, Irene Yeh, Eugene Burnstein, and Liam Kavanagh. “Friends (and Sometimes Enemies) With Cognitive Benefits.” Social Psychological and Personality Science 2, no. 3 (2010): 253—61. https://doi.org/10.1177/1948550610386808.

Yeager, David S., and Gregory M. Walton. “Social-Psychological Interventions in Education: They’re Not Magic.” Review of Educational Research 81, no. 2 (June 1, 2011): 267–301. https://doi.org/10.3102/0034654311405999.

Yee, Mia, and Rupert Brown. “The Development of Gender Differentiation in Young Children.” British Journal of Social Psychology 33, no. 2 (1994): 183—96. https://doi.org/10.1111/j.2044–8309.1994.tb01017.x.

Yirmiya, Karen, Shai Motsan, Orna Zagoory-Sharon, and Ruth Feldman. “Human Attachment Triggers Different Social Buffering Mechanisms under High and Low Early Life Stress Rearing.” International Journal of Psychophysiology 152 (2020): 72–80. https://doi.org/10.1016/j.ijpsycho.2020.04.001.

Yow, W. Quin, Ferninda Patrycia, and Suzanne Flynn. “Code-Switching in Childhood.” In Bilingualism across the Lifespan: Factors Moderating Language Proficiency. Edited by Elena Nicoladis and Simona Montanari, 81—100.

Washington, DC: American Psychological Association, 2016. https://doi.org/10.1037/14939-006.

Yuill, Nicola, and Alex F. Martin. “Curling Up with a Good E-Book: Mother-Child Shared Story Reading on Screen or Paper Affects Embodied Interaction and Warmth.” Frontiers in Psychology 7 (2016). https://doi.org/10.3389/fpsyg.2016.01951.

Zahn-Waxler, Carolyn, Marian Radke-Yarrow, Elizabeth Wagner, and Michael Chapman. “Development of Concern for Others.” Developmental Psychology 28, no. 1 (1992): 126—36. https://doi.org/10.1037/0012-1649.28.1.126.

Zebrowitz, Leslie A., Benjamin White, and Kristin Wieneke. “Mere Exposure and Racial Prejudice: Exposure to Other-Race Faces Increases Liking for Strangers of That Race.” Social Cognition 26, no. 3 (2008): 259—75. https://doi.org/10.1521/soco.2008.26.3.259.

Zelizer, Viviana A. Pricing the Priceless Child: The Changing Social Value of Children. New York: Basic Books, 1985.

“Zone of Proximal Development.” In Encyclopedia of Evolutionary Psychological Science. Edited by Todd K. Shackelford and Viviana A. Weekes-Shackelford. Cham, Switzerland: Springer, 2021. https://doi.org/10.1007/978-3-319-19650-3_305625.