Early Childhood:

Typical & Atypical Development

 

Instructor Name:

Dr. Marrea Winnega

Facilitator:

Darcie Donegan, MA/Ed.

Phone:

509-891-7219

Office Hours:

8 a.m. to 5 p.m. PST Monday - Friday

Email:

darcie_donegan@virtualeduc.com

Address:

Virtual Education Software

 

23403 E Mission Avenue, Suite 220F

 

Liberty Lake, WA 99019

Technical Support:

support@virtualeduc.com

 

 

Introduction

Welcome to Early Childhood: Typical & Atypical Development, an interactive distance-learning course that covers development during the first eight years of life and research-based best practices in early learning. Included will be information about typical development from the prenatal stage to middle childhood with an emphasis on individual differences, cultural influences, and the impact of developmental delay and disability. Discussion will also include instructional technology (IT) and assistive technology (AT) applications for this population.

 

This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course.

 

 

Course Materials (Online)

Title:

Early Childhood: Typical & Atypical Development

Publisher:

Virtual Education Software, inc. 2008, Revised 2012, Revised 2018, Revised 2021

Instructor:

Dr. Marrea Winnega

Facilitator:

Darcie Donegan, MA/Ed.

 

 

Academic Integrity Statement

The structure and format of most distance-learning courses presume a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a distance-learning course are expected to adhere to the following standards of academic conduct.

 

Academic Work

Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.

 

Aiding Honesty in Others

The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.

 

Violations of these academic standards will result in the assignment of a failing grade and subsequent loss of credit for the course.

 

 

Level of Application

This course is designed as one part of a five-part series on early childhood education. Upon completion of all five courses, you will have covered all of the CDA Competencies to prepare you to take the CDA exam (applicable in certain states). This course specifically covers CDA Competencies 1–9, 12, and 13 (Check your individual state requirements), which all relate to the establishment of well-run, purposeful programs for young children that are responsive to individual needs and advance the development of the whole child. This course is designed for anyone planning programs for young children—child-care providers, early childhood educators, and health care or social services providers, to name a few.

 

 

Expected Learning Outcomes

At the conclusion of this course, students should be able to:

 

 

Course Description

The first chapter presents an introduction to the study of child development from conception to age 8. We will examine the historical roots and methods of child study, major psychological theories, and developmental principles and definitions. This information will provide grounding for the following chapters on specific ages and developmental areas.

 

In the second chapter we will start to study child development chronologically. We begin with conception and prenatal development and care, and then continue through labor and birth. Next, we consider the special characteristics and needs of the newly delivered baby, including common developmental variations. This overview will include both typical and atypical development.

 

The third chapter focuses on infants and toddlers; the first three years of life (ages 1–36 months). We will look at growth and development in the domains of motor-perceptual, cognitive, language, brain, and social-emotional development. This chapter details milestones, red flags, developmental variation, and how adults can safely and appropriately facilitate the development of infants and toddlers.

 

Finally, Chapter Four discusses early and early middle childhood, or the magic years, ages 3–8 years old (Fraiberg, 1959). The preschool and early elementary school periods are times of great discovery, testing, and wonder. Students will learn about typical and varied 3–8-year-old development in all areas—moral, social, self-esteem, early learning, motor skills, communication abilities, social and brain development, and more. Indicators, or red flags, that suggest developmental delay or deviation are detailed in all chapters, and resources for further research are provided.

 

Each chapter contains additional handouts or attachments that cover specific topics from the chapter in greater depth.  They are provided for you to read, ponder, and apply to the early childhood education setting in which you work. Some of the topics are intended for you, as the professional, while others are intended for you to pass on to parents, when appropriate. Each chapter also contains web links that you can choose to access if you want to see videos or research in action related to chapter concepts.

 

 

Student Expectations       

As a student you will be expected to:

·         Complete all four information sections showing a competent understanding of the material presented in each section.

·         Complete all four section examinations, showing a competent understanding of the material presented.  You must obtain an overall score of 70% or higher, with no individual exam score below 50%, to pass this course.  *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.

·         Complete a review of any section on which your examination score was below 50%.

·         Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.

·         Complete a course evaluation form at the end of the course.

 

 

Chapter Topics

Chapter One: Introduction to Child Development

1)      Define child development and basic developmental principles

2)      Understand historical and emerging viewpoints on child study

3)      Recognize major theories and recent trends

4)      Identify research methods, designs and ethics

5)      Appreciate the importance of child development to early childhood educators

 

Chapter Two: Prenatal & Newborn Development

1)      Outline family contexts of family planning and preparation

2)      Describe the process of conception

3)      Explain the stages of prenatal development

4)      Understand the role of genes and chromosomes in development

5)      Define proper prenatal care and risks to the developing infant

6)      Identify labor and birth options and processes

7)      Discuss atypical conception, prenatal development, labor and birth

8)      Define newborn assessment and care

9)      Understand typical and atypical newborn appearance and abilities

 

Chapter Three: The Development of Infants & Toddlers

1)      Discuss growth patterns and motor development milestones

2)      Describe the development of language and cognitive skills

3)      Define basic brain development principles and terms

4)      Understand normal socio-emotional development of infants and toddlers

5)      Describe cognitive and language development

6)      Recognize common variations and atypical infant and toddler development

 

Chapter Four: The Development of Preschoolers (3–5 Years) & Young School Agers (5–6 years)

1)      Understand the typical sequence of growth and motor development, including health issues

2)      Describe preschool and young school-age cognitive development and related theories

3)      Identify language development milestones including emergent literacy approaches

4)      Discuss typical 3-to-8-year-old social-emotional development and milestones

5)      Define developmentally appropriate educational practices for young children

6)      Learn types of atypical development and developmental variations

 

 

Examinations       

At the end of each chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score.  After your third attempt, each examination will lock and not allow further access.  Your final grade for the course will be determined by calculating an average score of all exams.  This score will be printed on your final certificate.  As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.

 

 

Facilitator Description

Early Childhood: Typical & Atypical Child Development has been developed by Darcie Donegan, MA/Ed., the instructor of record. Darcie received her BA from the University of Washington and her master’s degree from Pacific Oaks College in Human Development, specializing in Early Childhood Education and Adult Education. She has worked with young children and their caregivers for more than 35 years in various capacities, including as a preschool teacher, center director, parent educator, trainer, and consultant. Darcie has also been an international consultant through the Soros Foundation and has taught in many different countries. She is currently adjunct faculty in ECE at Whatcom Community College, a Washington State Department of Early Learning approved trainer, and the author of the 10 Parenting Preschoolers modules for Washington State’s Organization of Parent Education Programs (OPEP). Areas of special interest include infants and toddlers, child development, observation and assessment, social-emotional development, brain development, childcare, and parenting. Darcie is the mother of three college students (including twins and a son with special needs) and has been married to a (nice) lawyer for many, many years. In addition to writing this course, Darcie is the author of another course in this Early Childhood series called Early Childhood: Observation & Assessment. Please contact Professor Donegan if you have course content or examination questions.

 

 

Instructor Description

Dr. Marrea Winnega is a licensed clinical psychologist with 20 years of experience in the field of Autism Spectrum Disorders. Currently, she is an assistant professor of clinical psychology in the University of Illinois at Chicago Department of Psychiatry. She consults for schools and agencies serving individuals with Autism Spectrum Disorders, including Asperger’s Disorder. She has also conducted numerous workshops, in-services, and trainings throughout the United States. Please contact Professor Donegan if you have course content or examination questions.

 

 

Contacting the Facilitator

You may contact the facilitator by emailing Professor Donegan at darcie_donegan@virtualeduc.com or calling her at 509-891-7219, Monday through Friday, 8:00 a.m. – 5:00 p.m. PST. Phone messages will be answered within 24 hours. Phone conferences will be limited to 10 minutes per student, per day, given that this is a self-paced instructional program. Please do not contact the instructor about technical problems, course glitches or other issues that involve the operation of the course.

 

 

Technical Questions

If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your course.

 

If you need personal assistance, then email support@virtualeduc.com or call 509-891-7219. When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call.

 

Minimum Computer Requirements

Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.

 

 

Refer to the addendum regarding Grading Criteria, Course Completion Information, Items to be Submitted and how to submit your completed information. The addendum will also note any additional course assignments that you may be required to complete that are not listed in this syllabus.

 

 

Bibliography (Suggested Readings)

AAP [American Academy of Pediatrics]. (2016). AAP recommended breastfeeding guidelines. 

https://www.healthychildren.org/English/ages-stages/baby/breastfeeding/Pages/default.aspx?_ga=2.51340907.330078093.1642022087-78836506.1642022087&_gl=1*1ccg4w8*_ga*Nzg4MzY1MDYuMTY0MjAyMjA4Nw..*_ga_FD9D3XZVQQ*MTY0MjAyMjA4Ni4xLjEuMTY0MjAyMjE0Ny4w

AAP. (2013). Swaddling: Is it safe? HealthyChildren.org. https://www.healthychildren.org/English/ages-stages/baby/diapers-clothing/Pages/Swaddling-Is-it-Safe.aspx

AAP. (2021). American Academy of Pediatricians recommends safe sleep recommendations to protect against SIDS, sleep-related infant deaths

https://www.healthychildren.org/English/ages-stages/baby/sleep/Pages/A-Parents-Guide-to-Safe-Sleep.aspx?_gl=1*iuke5b*_ga*Nzg4MzY1MDYuMTY0MjAyMjA4Nw..*_ga_FD9D3XZVQQ*MTY0MjAyMjA4Ni4xLjEuMTY0MjAyMjM3MC4w&_ga=2.105816897.330078093.1642022087-78836506.1642022087

AAP. (2018). AAP reaffirms breastfeeding guidelines. https://www.aap.org/en-us/about-the-aap/aap-press-room/pages/aap-reaffirms-breastfeeding-guidelines.aspx

Adler, A. (1956). The individual psychology of Alfred Adler. H. L. Ansbacher & R. R. Ansbacher (Eds.). Harper Torchbooks.

Adolph, K. E. (2002). Learning to keep balance. In R. Kail (Ed.), Advances in child development and behavior (Vol. 30, pp. 1–40). Elsevier Science.

Adolph, K. E., Kretch, K. S., & LoBue, V. (2014). Fear of heights in infants? Current Directions in Psychological Science23(1), 60–66. doi:10.1177/0963721413498895

Adolph, R. (2002, March). Recognizing emotion from facial expressions: psychological and neurological mechanisms. Behavioral and Cognitive Neuroscience Reviews, 1, 21–62. doi:10.1177/1534582302001001003

Ainsworth, M. S. (1979). Infant–mother attachment. American Psychologist, 34(10), 932–937. doi:10.1037/0003-066X.34.10.932

Allen, K. E., & Cowdery, G. E. (2014). The exceptional child: Inclusion in early childhood education (8th ed.). Delmar.

American Optometric Association. (2002). Optometric clinical practice guideline: Care of the patient with learning related vision problems. https://www.aoa.org/healthy-eyes/patient-hub-search-results?terms=%20Optometric%20clinical%20practice%20guideline:%20Care%20of%20the%20patient%20with%20learning%20related%20vision%20problems&ancestors=x22&sso=y

American Optometric Association. (2018). Infant vision: Birth to 24 months of age. https://www.aoa.org/healthy-eyes/eye-health-for-life/infant-vision?sso=y

Anderson, S. R., & Lightfoot, D. W. (2002). The language organ: Linguistics as cognitive physiology. Cambridge University Press.

APA [American Psychiatric Association]. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author.

Aro, T., Laakso, M.-L., Poikkeus, A.-M., & Tolvanen, A. (2015). Associations between private speech, behavioral self-regulation, and cognitive abilities. International Journal of Behavioral Development, 39(6), 508–518. doi:10.1177/0165025414556094

Arriaga, R. J., Fenson, L., Cronan, T., & Pethick, S. J. (1998). Scores on the MacArthur Communicative Development Inventory of children from low- and middle-income families. Applied Psycholinguistics, 19, 209–223. doi:10.1017/S0142716400010043

Astill, R. G., Van der Heijden, K. B., Van Ijzendoorn, M. H., & Van Someren, E. J.  (2012, April 30). Sleep, cognition, and behavioral problems in school-age children: A century of research meta-analyzed. Psychological Bulletin, 138(6), 1109–1138. doi:10.1037/a0028204

Aunola, K., Stattin, H., & Nurmi, J.-E. (2000). Parenting styles and adolescents’ achievement strategies. Journal of Adolescence, 23(2), 205–222. doi:10.1006/jado.2000.0308

Baker, E. T., Wang, M., & Walberg, H. J. (1994–1995). The effects of inclusion on learning. Educational Leadership, 52(4), 33–35. https://www.ascd.org/el/articles/synthesis-of-research---the-effects-of-inclusion-on-learning

Barac, B., & Bialystock, E. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education. Child Development, 83(2), 413–422. doi:10.1111/j.1467-8624.2011.01707

Barnard, K. E. & Brazelton, T. B. (Eds). (1990). Touch: The foundation of experience. International Universities Press.

Bathory, E., & Tomopolous, S. (2017). Sleep regulation, physiology and development, sleep duration and patterns, and sleep hygiene in infants, toddlers and preschool-age children. Current Problems in Pediatric & Adolescent Health Care, 47(2). doi:10.1016/j.cppeds.2016.12.001

Baumrind, D. (1991). Effective parenting during the early adolescent transition. In P. A. Cown & E. M. Hetherington (Eds.), Family transitions (pp. 111–163). Erlbaum.

Bee, H., & Boyd, D. (2011). The developing child (13th ed.). HarperCollins.

Begley, S. (2009, September 2). Why parents may cause gender differences in kids. Newsweek. http://www.newsweek.com/why-parents-may-cause-gender-differences-kids-79501

Bellis, M. A., Hardcastle, K., Ford, K., Hughes, K., Ashton, K., Quigg, Z., & Butler, N. (2017). Does continuous trusted adult support in childhood impart life-course resilience against adverse childhood experiences—A retrospective study on adult health-harming behaviours and mental well-being. BMC Psychiatry, 17(1), art. 110. https://doi.org/10.1186/s12888-017-1260-z

Bellis, M. A., Hughes, K., Ford, K., Hardcastle, K. A., Sharp, C. A., Wood, S., Homolova, L., & Davies, A. (2018). Adverse childhood experiences and sources of childhood resilience: a retrospective study of their combined relationships with child health and educational attendance. BMC Public Health, 18, art. 792. https://doi.org/10.1186/s12889-018-5699-8

Bernard, K., Dozier, M., Bick, J., Lewis-Morrarty, E., Lindhiem, O., & Carlson, E. (2012). Enhancing attachment organization among maltreated children: results of a randomized clinical trial. Child Development, 83(2), 623–636. doi:10.1111/j.1467-8624.2011.01712.x

Berk, L., Mann, T.D., & Ogan, A. T. (2006). Make-believe play: Wellspring for development of self-regulation. In D. G. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play = learning: How play motivates and enhances children's cognitive and social-emotional growth (pp. 74–100). doi:10.1093/acprof:oso/9780195304381.003.0005

Berk, L. E., & Meyers, A. B. (2015). Infants and children: Prenatal through middle childhood (8th ed.). Allyn & Bacon.

Bodrova, E., & Leong, D. (2006). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Merrill/Prentice Hall.

Bohart, H., Benson, H. & K. Charner (2017). Spotlight on young children: Teaching and learning in the primary grades. NAEYC.

Bowlby, J. (1969) Attachment and loss. Vol. 1 Attachment. Basic Books

Brame, B., Nagin, D. S., & Tremblay, R. E. (2001). Developmental trajectories of physical aggression from school entry to late adolescence. Journal of Child Psychology and Psychiatry, 42, 503–512. doi:10.1111/1469-7610.00744

Brazelton, B. T. (2006). Touchpoints (rev. ed.). DeCapo Lifelong Books.

Bredekamp, S., & Copple, C. (2010). Developmentally appropriate practice in early childhood programs (3rd ed.). National Association for the Education of Young Children.

Bronson, P., & Merryman, A. (2009). Nurtureshock: New thinking about children. Hachette Book Group.

Bui, X., Quirk, C., Almazan, S., & Valenti, M. (2010). Inclusive education research and practice: Inclusion works. Hanover, MD: Coalition for Inclusive Education. https://www.semanticscholar.org/paper/Inclusive-Education-Research-%26-Practice-Bui-Quirk/0d7f0e817492632f1509ec34f4908d777bb83a32

Bushnell, I. W. R., Sai, F., & Mullin, J. T. (1989). Neonatal recognition of the mother’s face. British Journal of Developmental Psychology, 7(1), 3–15.

Bussey, K., & Bandura, A. (1992). Selfregulatory mechanisms governing gender development. Child Development, 63(5), 1236–1250. https://doi.org/10.2307/1131530

Campbell, K., Carpenter, K. L. H., Espinosa, S., Hashemi, J., Qiu, Q., Tepper, M., Calderbank, R., Sapiro, G., Egger, H. L., Baker, J. P., & Dawson, G. Use of a digital modified checklist for autism in toddlers—Revised with follow-up to improve quality of screening for autism. Journal of Pediatrics, 183, 133–139. doi:10.1016/j.jpeds.2017.01.021

Carolina Abecedarian Project. (1999). Early learning, later success: The Abecedarian study. Frank Porter Graham Child Development Center.

Center on the Developing Child, Harvard University. (2007). InBrief: The science of early childhood development. https://developingchild.harvard.edu/resources/inbrief-science-of-ecd/

Center on the Developing Child at Harvard University. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function (Working paper No. 11). https://developingchild.harvard.edu/resources/building-the-brains-air-traffic-control-system-how-early-experiences-shape-the-development-of-executive-function/

Center on the Developing Child, Harvard University. (2016). From best practices to breakthrough impacts: a science-based approach to building a more promising future for young children and families. https://developingchild.harvard.edu/resources/from-best-practices-to-breakthrough-impacts/

CDC [Centers for Disease Control and Prevention]. (2016). Trends in infant mortality in the United States, 2005–2014. https://www.cdc.gov/nchs/products/databriefs/db279.htm

CDC. (2017a). Births – Method of delivery. https://www.cdc.gov/nchs/fastats/delivery.htm

CDC. (2017b). Immunization rates. https://www.cdc.gov/nchs/fastats/immunize.htm

CDC. (2019, December 5). Adverse childhood experiences (ACES): Preventing early trauma to improve child health. https://www.cdc.gov/vitalsigns/aces/index.html

CDC (2019). Birthweight and Gestation.  https://www.cdc.gov/nchs/fastats/birthweight.htm

CDC. (2020). Aerobic, muscle- and bone-strengthening: What counts for school-aged children and adolescents? https://www.cdc.gov/physicalactivity/basics/children/what_counts.htm

Chen, X., Dong, Q., & Zhou, H. (1997). Authoritative and authoritarian parenting practices and social and school performance in Chinese children. International Journal of Behavioral Development, 21, 855–873. https://doi.org/10.1080/016502597384703

Children’s Defense Fund. (2021). The state of America’s children 2020: Child poverty. https://www.childrensdefense.org/policy/resources/soac-2020-child-poverty/

Chomsky, N. (1959). A review of B. F. Skinner’s Verbal Behavior. Language, 35, 26–58.

Christakis, D. A., Gilkerson, J., Richards, J. A., Zimmerman, F. J., Garrison, M. M., Xu, D., Gray, S., & Yapanel, U. (2009). Audible television and decreased adult words, infant vocalizations, and conversational turns: A population-based study. Archives of Pediatric & Adolescent Medicine, 163, 554–558. doi:10.1001/archpediatrics.2009.61

Christakis, D. A. (2011). The effects of fast-paced cartoons. Pediatrics, 128(4), 772–774. http://pediatrics.aappublications.org/content/128/4/772

Clayton, H. B., Li, R., Perrine, C. G., & Scanlon, K. S. (2013). Prevalence and reasons for introducing infants early to solid foods: variations by milk feeding type. Pediatrics, 131(4), e1108–1114. doi:10.1542/peds.2012-2265

Cohen, S., & Herbert, T. B. (1996). Health psychology: psychological factors and physical disease from the perspective of human psychoneuroimmunology. Annual Review of Psychology, 47, 113-142. doi:10.1146/annurev.psych.47.1.113

Cook, R. E., Klein, M. D., & Chen, D. (2015). Adapting early childhood curricula for children with special needs (9th ed.). Pearson.

Coplan, R. J., & Armer, M. (2007). A “multitude” of solitude: A closer look at social withdrawal and nonsocial play in early childhood. Child Development Perspectives, 1(1), 26–32. https://doi.org/10.1111/j.1750-8606.2007.00006.x

Courage, M. L., & Howe, M. L. (2010). To watch or not to watch: Infants and toddlers in a brave new electronic world. Developmental Review, 30(2),101–115. doi:10.1016/j.dr.2010.03.002

Courage, M., & Setliff, A. (2010). When babies watch television: Attention-getting, attention-holding, and the implications for learning from video material. Developmental Review, 30, 220–238. doi:10.1016/j.dr.2010.03.003

Crick, N. R., Casas, J. F., & Ku, H.-C. (1999). Relational and physical forms of peer victimization in preschool. Developmental Psychology, 35, 376–385. doi:10.1037//0012-1649.35.2.376

Crystal, David. 2007. How language works. Avery.

Crystal, David. l987. The Cambridge encyclopedia of language. Cambridge University Press.

Damon, W. (1977). The social world of the child. Jossey-Bass.

De Bellis, M. D. Baum, A. S., Birmaher, B., Keshavan, M. S., Eccard, C. H., Boring, A. M., Jenkins, F. J., & Ryan, N. D. (1999). Developmental traumatology part I: biological stress systems. Biological Psychiatry, 45(10), 1259–1270. doi:10.1016/S0006-3223(99)00044-X

DeCasper, A. J., & Fifer, W. P. (1980). Of human bonding: newborns prefer their mothers’ voices. Science, 208(4448), 1174–1176. doi:10.1126/science.7375928

Demaray, M., & Malecki, C. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32, 471–489. https://www.researchgate.net/publication/236887406_Perceptions_of_the_Frequency_and_Importance_of_Social_Support_by_Students_Classified_as_Victims_Bullies_and_BullyVictims_in_an_Urban_Middle_School

Deoni, S. C., Mercure, E., Blasi, A., Gasston, D., Thomsen, A., Johnson, M., Williams, S. C. R., & Murphy, D. G. M. (2011). Mapping infant brain myelination with magnetic resonance imaging. Journal of Neuroscience, 31, 784–791. doi:10.1523/JNEUROSCI.2106-10.2011

Dennett, D. (2009, February). Cute, sexy, sweet, funny [Video]. TED Conferences. https://www.ted.com/talks/dan_dennett_cute_sexy_sweet_funny

DeStefano, F., Price, C. S., & Weintraub, E. S. (2013). Increasing exposure to antibody-stimulating proteins and polysaccharides in vaccines is not associated with risk of autism. Journal of Pediatrics, 163(2), 561–567. doi:10.1016/j.jpeds.2013.02.001

Diekema, D. S., & Committee on Bioethics. (2005). Responding to parental refusals on immunization of children. Pediatrics, 115, 1428–1431. http://pediatrics.aappublications.org/content/pediatrics/115/5/1428.full.pdf

Dodge, D. T. (2010). Creative curriculum for preschool (4th ed.). Teaching Strategies.

Dombro, D. T., Rudick, S., & Burke, K. (2006). The creative curriculum for infants, toddlers, and twos (2nd ed.). Teaching Strategies.

ElHage, A. (2016, November 21). Most U.S. children live with two married parents. Institute for Family Studies. https://ifstudies.org/blog/most-us-children-live-with-two-married-parents

Eisenberg, N., Cumberland, A., & Spinard, T. L. (2009). Parental socialization of emotion. Psychological Inquiry, 9(4), 241–273. doi:10.1207/s15327965pli0904_1

Elbert, T., Pantey, C., Wienbruch, C., Rockstroh, B., & Taub, E. (1995). Increased cortical representation of the fingers of the left hand in string players. Science, 270(5234), 305–307. http://www.posgrado.unam.mx/musica/lecturas/educacion/Neurobiology%20of%20learning.pdf

Eliot, L. (2011). Pink brain, blue brain: How small differences grow into troublesome gaps—And what we can do about it. Oneworld.

Elkind. (2006). The hurried child: Growing up too fast too soon (25th anniversary ed.). Knopf.

Erikson, E. H. (1963). Childhood and society (2nd ed.). Norton.

Farber, A., & Mazlich, E. (2012). How to talk so kids will listen & listen so kids will talk (updated ed.). Scribner.

Fifer, W.P., Monk, C. E., & Grose-Fifer, J. (2004). Prenatal development and risk. doi:10.1002/9780470996348.ch18

Freiberg, S. (1996). The magic years: Understanding and handling the problems of early childhood. Scribner.

Friedrich, J., Khatib, D., Parsa, K., Santopietro, A., & Gallicano, G. I. (2016). The grass isn’t always greener: The effects of cannabis on embryological development. BMC Pharmocology and Toxicology, 17(1). doi:10.1186/s40360-016-0085

Fry, R. Passel, J. S., & Cohn, D. (2020, September 4). A majority of young adults in the U.S. live with their parents for the first time since the Great Depression. Pew Research Center. https://www.pewresearch.org/fact-tank/2020/09/04/a-majority-of-young-adults-in-the-u-s-live-with-their-parents-for-the-first-time-since-the-great-depression/

Galinsky, E. (2010). Mind in the making: The seven essential life skills that every child needs. HarperCollins.

Gardner, H. (2006). Multiple intelligences: New horizons (rev. & updated). Basic Books.

Gerber, M. (2003). Dear parent: Caring for infants with respect (2nd ed.). Resources for Infant Educators.

Gibson, E. J., & Walk, R. D. (1960). The “visual cliff.” Scientific American, 202(4), 64–71.

https://www.simplypsychology.org/visual-cliff-experiment.html

Gilligan, C. (1982). In a different voice. Harvard University Press.

Glynn, S. J. (2012). The new breadwinners: 2010 update. Center for American Progress. http://www.americanprogress.org/issues/labor/report/2012/04/16/11377/the-new-breadwinners-2010-update/

Goleman, D. (2005). Emotional intelligence: Why it can matter more than I.Q. (10th anniversary ed.). Bantam.

Gonzalez-Mena, J., & Eyer, D. W. (2017). Infants, toddlers, and caregivers (7th ed.). McGraw-Hill.

Gopnik, A. (2010). The philosophical baby: What children’s minds tell us about truth, love, and the meaning of life. Picador.

Gopnik, A. (2011, July). What do babies think? [Video]. TED Conference. https://www.ted.com/talks/alison_gopnik_what_do_babies_think?language=en

Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The scientist in the crib: Minds, brains, and how children learn. William Morrow.

Gottman, J. (2001). Meta-emotion, children’s emotional intelligence, and buffering children from marital conflict. In C. D. Ryff & B. H. Singer (Eds.), Emotion, social relationships, and health (pp. 23–40). Oxford University Press.

Gottman, J. M., Katz, L. F., & Hooven, C. (1997). Meta-emotion: How families communicate emotionally. Lawrence Erlbaum.

Greendorfer, S. L., Lewko, J. H., & Rosengren, K. S. (1996). Family and gender-based influences in sport socialization of children and adolescents. In F. L. Smoll & R. E. Smith (Eds.), Children and youth in sport: A biopsychosocial perspective (pp. 89–111). Brown & Benchmark.

Greenough, W. T., Black, J. E., & Wallace, C. S. (1987). Experience and brain development. Child Development, 58, 539–559. doi:10.2307/1130197

Greenspan, S., & Greenspan, N. T. (1994). First feelings: Milestones in the emotional development of your baby and child. Penguin.

Gupta, K., Hooton, T. M., Naber, K. G., Wullt, B., & Colgan, R. (2011). International clinical practice guidelines for the treatment of acute uncomplicated cystitis and pyelonephritis in women: A 2010 update by the Infectious Diseases Society of America and the European Society for Microbiology and Infectious Diseases. Clinical Infectious Diseases, 52(5), e103–e120. doi:10.1093/cid/ciq257

Gupta, R. S., Springston, E. E., Warrier, M. J., Smith, B., Kumar, R., Pongracic, J., & Holl, J. L. (2011, July). The prevalence, severity, and distribution of childhood food allergy in the United States. Pediatrics, 128(1), e9–e17. doi:10.1542/peds.2011-0204

Handheld screen time linked with speech delays in young children. (2017, May 4). AAP News. https://www.aappublications.org/news/2017/05/04/PASScreenTime050417

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H Brookes.

Harter, S. (2003). The development of self-representation during childhood and adolescence. In M. R. Leary & J. P. Tangney (Eds.), Handbook of self and identity (pp. 610–642). Guilford.

Hayes, C. W., Ornstein, J., & Gage, W. G. (1989). (2nd ed.). The ABC’s of languages and linguistics: A practical primer to language science (2nd ed.). National Textbook.

Herbert, M. (2003). Typical and atypical development. BPS Blackwell.

Hoff, E., & Naigles, L. (2002, March–April). How children use input to acquire a lexicon. Child Development, 73(2), 418–433. doi:10.1111/1467-8624.00415

Hopkins, B., & Butterworth, G. (1997). Dynamical systems approaches to the development of action. In G. Bremner, A. Slater, & G. Butterworth (Eds.), Infant development: Recent advances (pp. 75–100). Psychology Press/Erlbaum (UK), Taylor & Francis.

Huang, B. H. (2014). The effects of age on second language grammar and speech production. Journal of Psycholinguistic Research, 43, 397–420. doi:10.1007/s10936-013-9261-7

Hubel, D. H., & Wiesel, T. N. (2004). Brain and visual perception: The story of a 25-year collaboration. Oxford University Press.

Huttenlocher, P. R., & Dabholkar, A. S. (1997). Regional differences in synaptogenesis in human cerebral cortex. Journal of Comparative Neurology, 387(2), 167–178.

Ilg, F. L., Ames, L. B., & Baker, S. M. (1992). Child behavior: The classic child care manual from the Gesell Institute of Human Development. William Morrow.

Karasik, L. B., Tamis-LeMonda, C. S., Adolph, K. E., & Bornstein, M. H. (2015). Places and postures: A cross-cultural comparison of sitting in 5-month-olds. Journal of Cross-Cultural Psychology,46(8), 1023–1038. doi:10.1177/0022022115593803

Katz, L. F., Wilson, B., & Gottman, J. (1999). Meta-emotion philosophy and family adjustment: Making an emotional connection. In M. J. Cox & J. Brooks-Gunn (Eds.), Conflict and cohesion in families (pp. 131–166). Erlbaum.

Katz, P. A. (2003). Racists or tolerant multiculturalists? How do they begin? American Psychologist, 58, 897–909. doi:10.1037/0003-066X.58.11.897b

Katz, P. A., & Kofkin, J. A. (1997). Race, gender, and young children. In S. S. Luthar, J. A. Burack, D. Cicchetti, & J. R. Weisz (Eds.), Developmental psychopathology: Perspectives on adjustment, risk, and dis-order (pp. 51–74). Cambridge University Press.

Kids Health. (2015). Physical activity recommendations: https://www.nemours.org/service/health/growuphealthy/activity/families.html

KidsHealth. (2016). Kids and exercise. Retrieved from http://kidshealth.org/en/parents/exercise.html?ref=search&WT.ac=msh-p-dtop-en-search-clk

Kilner, J. M., & Lemon, R. N. (2013). What we know currently about mirror neurons. Current Biology23(23), R1057–R1062. doi:10.1016/j.cub.2013.10.051

Kirk, E., Howlett, N., Pine, K. J., & Fletcher, B. C. (2013). To sign or not to sign? The impact of encouraging infants to gesture on infant language and maternal mind-mindedness. Child Development, 84(2). doi:10.1111/j.1467-8624.2012.01874

Klabunde, M., Weems, C. F., Raman, M. & Carrion, V. G. (2017). The moderating effects of sex on insula subdivision structure in youth with posttraumatic stress symptoms. Depression and Anxiety, 34, 51–58. doi:10.1002/da.22577

Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36, 220–232. https://pubmed.ncbi.nlm.nih.gov/10749079/

Kohlberg, L. (1981, 1984). Essays on moral development (Volumes I and II). Harper & Row.

Kolb, B. (1999). Synaptic plasticity and the organization of behaviour after early and late brain injury. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 53(1), 62–76. doi:10.1037/h0087300

Kopp, C. B. (1989). Regulation of distress and negative emotions: A developmental view. Developmental Psychology, 25(3), 343–354. doi:10.1037/0012-1649.25.3.343

Kostelnik, M. J., Soderman, A. K., Whiten, A. P., & Runiper, M. L. (2018). Developmentally appropriate curriculum: Best practices in early childhood education (7th ed.). Pearson.

Kretch, K. S., &Adolph, K. E. (2013). No bridge too high: Infants decide whether to cross based on bridge width not drop-off height. Developmental Science, 16, 336–351. doi:10.1111/desc.12045

Kuhl, P. K., & Rivera-Gaxiola, M. (2008). Neural substrates of language acquisition. Annual Review of Neuroscience, 31, 511–534. doi:10.1146/annurev.neuro.30.051606.094321

Kuhl, Patricia. (2010, October). The linguistic genius of babies [Video]. TED Conference. https://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies?language=en

Leaper, C., Anderson, K. J., & Sanders, P. (1998). Moderators of gender effects on parents’ talk to their children: A meta-analysis. Developmental Psychology, 34(1), 3–27. doi:10.1037/0012-1649.34.1.3

Lehrl, S., & Fischer, B. (1990). A basic information psychological parameter (BIP) for the reconstruction of concepts of intelligence. European Journal of Personality, 4, 259–286. doi:10.1002/per.2410040402

Lereya, S. T., Copeland, W. E., Costello, E. J., & Wolke, D. (2015). Adult mental health consequences of peer bullying and maltreatment in childhood: two cohorts in two countries. Lancet Psychiatry, 2(6), 524–531. doi:10.1016/S2215-0366(15)00165-0

Levine, L. E., & Munsch, J. (2017). Child development: An active learning approach (3rd ed.). Sage.

Lewis, M., & Brooks-Gunn, J. (1979). Social cognition and the acquisition of self. Plenum Press.

Li, W., Ma, L., Yang, G., & Gan, W. B. (2017). REM sleep selectively prunes and maintains new synapses in development and learning. Nature Neuroscience, 20(3), 427–437. doi:10.1038/nn.4479

Lutz, P. E., Tanti, A., Gasecka, A., Barnett-Burns, S., Kim, J. J., Zhou, Y., Chen, G. G., Wakid, M., Shaw, M., Almeida, D., Chay, M. A., Yang, J., Larivière, V., M’Boutchou, M. L., van Kempen, L.C., Yerko, V., Prud’homme, J., Davoli, M. A., Vaillancourt, K., Théroux, J. F., et al. (2017). Association of a history of child abuse with impaired myelination in the anterior cingulate cortex: Convergent epigenetic, transcriptional, and morphological evidence. American Journal of Psychiatry, 174(12), 1185–1194. doi:10.1176/appi.ajp.2017.16111286

Maccoby, E. E., & Martin, J. A. (1983). Socialization in the context of the family: Parent–child interaction. In P. H. Mussen & E. M. Hetherington (vol. eds.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (4th ed., pp. 1–101). Wiley.

Mai, X., Xu, L., Li, M., Shao, J., Zhao, Z., deRegnier, R. A., Nelson, C. A., & Lozoff, B. (2012). Auditory recognition memory in 2-month-old infants as assessed by event-related potentials. Developmental Neuropsychology, 37, 400–414. doi:10.1080/87565641.2011.650807

Malaguzzi, L. (1993). History, ideas, and basic philosophy. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education (pp. 41–89). Ablex.

Manassis, K., Fung, D., Tannock, R., Sloman, L., Fiksenbaum, L., & McInnes, A. (2003). Characterizing selective mutism: Is it more than social anxiety? Depression and Anxiety, 18(3), 153–161. doi:10.1002/da.10125

March of Dimes. (2015, January). Stress and pregnancy [Issue Brief]. https://www.marchofdimes.org/materials/Maternal-Stress-Issue-Brief-January2015.pdf

March of Dimes. (2016). Newborn screening tests for your baby. https://www.marchofdimes.org/baby/newborn-screening-tests-for-your-baby.aspx

Marlier, L., Schaal, B., & Soussignan, R. (1998). Bottle-fed neonates prefer an odor experienced in utero to an odor experienced in the feeding context. Developmental Psychobiology, 33, 133–145. https://psycnet.apa.org/record/1998-10770-003

Marlier, L., & Schaal, B. (2005). Human newborns prefer human milk: Conspecific milk odor is attractive without postnatal exposure. Child Development, 76, 155–168. doi:10.1111/j.1467-8624.2005.00836.x

Marotz, L. (2014). Health, safety and nutrition for the young child (9th ed.). Delmar.

Marotz, L., & Allen, K. I. (2015). Developmental profiles: Pre-birth through eight (8th ed.). Wadsworth.

Martin, J. A., Hamilton, B. E., Osterman, M. J. K. (2013, December 30). Births: Final data for 2012. National Vital Statistics Reports, 62(9). http://www.cdc.gov/nchs/data/nvsr/nvsr62/nvsr62_09.pdf

McAfee, O., Leong, D. J., & Bodrova, E. (2016). Assessing and guiding young children’s development and learning (6th ed.). Pearson.

McGillicuddy-De Lisi, A. V., Watkins, C., & Vinchur, A. J. (1994). The effect of relationship on children’s distributive justice reasoning. Child Development, 65(6), 1694–1700. doi:10.2307/1131288

Medina, J. (2011). Brain rules for babies: How to raise a smart and happy child from zero to five. Pear Press.

Mischel, W. (2014). The marshmallow test: Mastering self-control. Little, Brown.

More, J. (2015). Nutrition and health in the early years. In L. Stewart & J. Thompson (Eds.), Early years nutrition and healthy weight (Chapter 2). Wiley-Blackwell.

Naigles, L., Hoff, E., & Vear, D. (2009). Flexibility in early verb use: Evidence from a multiple-n diary study. Monographs of the Society for Research in Child Development, 74, vii–112. doi:10.1111/j.1540-5834.2009.00513.x

Nashed, M. G., Hardy, D. B., & Laviolette, S. R. (2021, January 14). Prenatal cannabinoid exposure: Emerging evidence of physiological and neuropsychiatric abnormalities. Frontiers in Psychiatry, 11. https://doi.org/10.3389/fpsyt.2020.624275

National Center for Mental Health Promotion and Youth Violence Prevention. (2012, July). Childhood trauma and its effect on healthy development. http://www.promoteprevent.org/content/childhood-trauma-and-its-effect-healthy-development

National Resource Center for Health and Safety in Child Care and Early Education (NRC), University of Colorado College of Nursing, Anschutz Medical Campus, Aurora, Colorado. http://nrckids.org (SIDS info)

National Scientific Council on the Developing Child. (2005/2014). Excessive stress disrupts the architecture of the developing brain: Working paper no. 3. Updated Edition. www.developingchild.harvard.edu

Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38, Serial No. 149. https://doi.org/10.2307/1165788

Newcombe, N., & Huttenlocher, J. (1992). Children’s early ability to solve perspective-taking problems. Developmental Psychology, 28, 635–643. doi:10.1037/0012-1649.28.4.635

NIH [National Institutes of Health]. (n.d.). Babies need tummy time! Safe to Sleep. https://www1.nichd.nih.gov/sts/about/Pages/tummytime.aspx

Nucci, L. P. (2001). Education in the moral domain. Cambridge University Press.

Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2012). Prevalence of obesity and trends in body mass index among US children and adolescents, 1999-2010. JAMA, 307, 483–490. doi:10.1001/jama.2012.40

Owings, M., Udding, S., & Williams, S. (2013, August). Trends in circumcision for male newborns in U.S. hospitals: 1979–2010. CDC. https://www.cdc.gov/nchs/data/hestat/circumcision_2013/circumcision_2013.pdf

Ozturk, C., Durmazlar, N., Ural, B., Karaagaoglu, E., Yalaz, K., & Anlar, B. (1999). Hand and eye preference in normal preschool children. Clinical Pediatrics, 38(11), 677–680. https://doi.org/10.1177/000992289903801109

Partanen, E., Kujala, T., Tervaniemi, M., & Huotilainen, M. (2013). Prenatal music exposure induces long-term neural effects. PLoS ONE, 8(10). doi:10.1371/journal.pone.0078946

Parten, M. B. (1932). Social participation among preschool children. Journal of Abnormal and Social Psychology, 27(3), 243–269. doi:10.1037/h0074524

Paul, A. M. (2011, July). What we learn before we're born [Video]. TED Conference. https://www.ted.com/talks/annie_murphy_paul_what_we_learn_before_we_re_born

Petitto, L. A., Katerelos, M., Levy, B. G., Gauna, K., Tetreault, K., & Ferraro, V. (2001). Bilingual signed and spoken language acquisition from birth: Implications for the mechanisms underlying early bilingual language acquisition. Journal of Child Language, 28(2), 453–496. doi:10.1017/S0305000901004718

Piaget, J. (1965). The moral judgment of the child. Free Press.

Piaget, J. (1967). The child’s conception of space. Norton.

Piaget, J. (1968). Identity, youth and crisis. W. W. Norton.

Piaget, J. (1968). The mental development of the child. In D. Elkind (Ed.), Six psychological studies (pp. 1–73). Vintage Books.

Piantadosi S. Y., & Kidd, C. (2016). Endogenous or exogenous? The data don’t say. Proceedings of the National Academy of Sciences of the United States of America. doi:10.1073/pnas.1600603113

Poulin, F., & Dishion, T. J. (2008). Methodological issues in the use of peer sociometric nominations with middle school youth. Social Development17(4), 908–921. doi:10.1111/j.1467-9507.2008.00473.x

Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14- and 18-month-olds. Developmental Psychology, 33(1), 12–21. https://psycnet.apa.org/record/1997-02105-003

Richtel, M. (2021, January 16). Children’s screen time has soared in the pandemic, alarming parents and researchers. New York Times. https://www.nytimes.com/2021/01/16/health/covid-kids-tech-use.html

Rivera-Gaxiola, M., Silva-Pereyra, J., & Kuhl, P. K. (2005). Brain potentials to native and non-native speech contrasts in 7- and 11-month-old American infants. Developmental Science, 8, 162–172. doi:10.1111/j.1467-7687.2005.00403.x

Rosengren, K. S., & Hickling, A. K. (2000). Metamorphosis and magic: The development of children's thinking about possible events and plausible mechanisms. In K. S. Rosengren, C. N. Johnson, & P. L. Harris (Eds.), Imagining the impossible: Magical, scientific, and religious thinking in children (pp. 75–98). Cambridge University Press.

Rothbart, M. K., & Derryberry, D. (1981). Development of individual differences. In M. Lamb & A. Brown (Eds.), Advances in developmental psychology (Vol. 1, pp. 37–86). Erlbaum.

Rubin. K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships and groups. In W. Damon & N. Eisenberg (Eds.), Handbook of Child Psychology (pp. 619–700). Wiley.

Sege, R. D., & Siegel, B. S. (2018). Effective discipline to raise healthy children. Pediatrics, 142(6). https://pediatrics.aappublications.org/content/pediatrics/142/6/e20183112.full.pdf

Selman, R. L. (1980). The growth of interpersonal understanding. Academic Press.

Sharma, A. (2016). Efficacy of early skin-to-skin contact on the rate of exclusive breastfeeding in term neonates: A randomized controlled trial. African Health Sciences, 16(3), 790–797. doi:10.4314/ahs.v16i3.20

Siegel, D. J., & Bryson, T. P. (2012). The whole brain child: 12 revolutionary strategies to nurture your child’s developing mind. J. P. Tarcher.

Siegel, D. J., & Hartzell, M. M. (2013). Parenting from the inside out: How a deeper self-understanding can help you raise children who thrive (10th anniversary ed.). J. P. Tarcher.

Skinner, B. F. (1957). Verbal behavior. Appleton-Century-Crofts.

Slentz, K., & Krogh, S. L. (2001). Early childhood development and its variations. Lawrence Erlbaum.

Small, M. F. (1999). Our babies, ourselves: How biology and culture shape the way we parent. Dell.

Smetana, J. G. (2017). Current research on parenting styles, dimensions, and beliefs. Current Opinion in Psychology, 15, 19–25. https://pubmed.ncbi.nlm.nih.gov/28813261/

Sokol, S. (1978). Measurement of infant visual acuity from pattern reversal evoked potentials. Vision Research, 18(1), 33–39. doi:10.1016/0042-6989(78)90074-3

Sorrells, S. F., Paredes, M., Cebrian-Silla, A., Qi, D., Kelley, K., James, D., Mayer, S., Chang, J., Auguste, K. I., Chang, E. F., Guttierez, A. J., Kriegstein, A. R., Mathern, G. W., Oldham, M. C., Huang, E. J., Garcia-Verdugo, J. M., Yang, Z., & Alvarez-Buylla, A. (2018, March). Human hippocampal neurogenesis drops sharply in children to undetectable levels in adults. Nature, 555, 377–381. doi:10.1038/nature25975

Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science 10(1), 89–96. https://www.harvardlds.org/wp-content/uploads/2017/01/SpelkeKinzler07-1.pdf

Steinberger, J., Daniels, S. R., Hagberg, N., Isasi, C. R., Kelly, A. S., Lloyd-Jones, D., Pate, R. R., Pratt, C., Shay, C. M., Towbin, J. A., Urbina, E., Van Horn, L. V., Zachariah, J. P. (2016). Cardiovascular health promotion in children: Challenges and opportunities for 2020 and beyond: A scientific statement from the American Heart Association. Circulation, 134(12), e236–255. doi:10.1161/CIR.0000000000000441

Stevenson, C. J., Blackburn, P., & Pharoah, P. O. D. (1999). Longitudinal study of behaviour disorders in low birthweight infants. Archives of Disease in Childhood – Fetal and Neonatal Edition, 81, F5–F9. doi:10.1136/fn.81.1.f5

Thibodeau, R. B., Gilpin, A. T., Brown, M. M., & Meyer, B. A. (2016). The effects of fantastical pretend-play on the development of executive functions: An intervention study. Journal of Experimental Child Psychology, 145(1), 120–138. doi:10.1016/j.jecp.2016.01.001

Thomas, A., & Chess, S. (1977). Temperament and development. Brunner/Mazel.

Troman, E. (1988). Born dancing. HarperCollins.

Tsiaras, A. Conception to birth visualized [Video]. Ink Conference. (2010, December). https://www.ted.com/talks/alexander_tsiaras_conception_to_birth_visualized?language=en

Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. http://njbullying.org/documents/ttofifarrington2011.pdf

U.S. Census Bureau. (2021). America’s family and living arrangements: 2021. https://www.census.gov/data/tables/2021/demo/families/cps-2021.html

Vaughn, C. E., Snyder, K. S., Jones, S., Freeman, W. B., & Falloon, I. R. H. (1984). Family factors in schizophrenic relapse: Replication in California of British research on expressed emotion. Archives of General Psychiatry, 41, 1169–1177.

Veenstra, R., & Dijkstra, J. (2011). Transformations in adolescent peer networks. In B. Laursen & C. A. Hafen (Eds.), Relationship pathways: From adolescence to young adulthood (Chapter 7). Sage.

Veenstra, R., Lindenberg, S., Oldehinkel, A. J., Winter, A. F., Verhulst, F. C., & Ormel, J. (2005). Bullying and victimization in elementary schools: A comparison of bullies, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41, 672–682. doi:10.1037/0012-1649.41.4.672

Walden, T. A., & Organ, T. A. (1988). The development of social referencing. Child Development, 59, 1230–1240.

Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. McGraw Hill.

Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High-risk children from birth to adulthood. Cornell University Press.

White, R. E. (2012). The power of play: A research summary on play and learning. Minnesota Children’s Museum.

WHO [World Health Organization]. (2015). WHO statement on Cesarean section rates. http://www.who.int/reproductivehealth/publications/maternal_perinatal_health/cs-statement/en/

WHO (2003) Global strategy for infant and young child feeding.  https://www.who.int/news-room/fact-sheets/detail/infant-and-young-child-feeding

Widström, A-M., Lilja, G., Aaltomaa-Michalias, P., Dahllöf, A., & Nissen, E. (2011, January). Newborn behaviour to locate the breast when skin-to-skin: A possible method for enabling early self-regulation. Acta Paedeatrica, 100(1). doi:10.1111/j.1651-2227.2010.01983.x

Williams, K., Haywood, K. M., & Painter, M. A. (1996). Environmental versus biological influences on gender differences in the overarm throw for force: Dominant and nondominant arm throws. Women in Sport and Physical Activity Journal, 5(2), 29–48.

Wong, P. (2010). Selective mutism: A review of etiology, comorbidities, and treatment. Psychiatry (Edgmont), 7(3), 23–31.

Yau, J., & Smetana, J. G. (2003). Conceptions of moral, socialconventional, and personal events among Chinese preschoolers in Hong Kong. Child Development, 74, 647–658. doi:10.1111/1467-8624.00560

Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the global COVID-19 pandemic on early childhood development: Short- and long-term risks and mitigating program and policy actions. Journal of Pediatrics, 223, 188–193. doi:10.1016/j.jpeds.2020.05.020

Younge, N., Goldstein, R. F., Bann, C. M., Hintz, C., Patel, R. M., Smith, P. B., Bell, E. F., Rysavy, M. A., Duncan, A. F., Vohr, B. R., Das, A., Goldberg, R. N., et al. (2017). Survival and neurodevelopmental outcomes among periviable infants. New England Journal of Medicine, 376(7), 617–628. doi:10.1056/NEJMoa1605566

Yuill, N., & Perner, J. (1988). Intentionality and knowledge in children’s judgments of actor’s responsibility and recipient’s emotional reaction. Developmental Psychology, 24(3), 358–365. doi:10.1037/0012-1649.24.3.358

Zablotsky, B., Black, L. I., Maenner, M. J., Schieve, L. A., & Blumberg, S. J. (2015, November 13). Estimated prevalence of autism and other developmental disabilities following questionnaire changes in the 2014 National Health Interview Survey. National Health Statistics Reports, 87, 1–20. https://www.cdc.gov/nchs/data/nhsr/nhsr087.pdf

Zeanah, C. H., Chesher, T., & Boris, N. W. (2016). Practice parameter for the assessment and treatment of children and adolescents with Reactive Attachment Disorder and Disinhibited Social Engagement Disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 55(11), 990–1003. doi:10.1016/j.jaac.2016.08.004

Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page.

1/17/22 JN