References

 

SECURE ATTACHMENT

Ainsworth, M., Blehar, M., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum.

Asok, A., Bernard, K., Roth, T. L., Rosen, J. B., & Dozier, M. (2013). Parental responsiveness moderates the association between early-life stress and reduced telomere length. Development and Psychopathology, 25(03), 577-585. doi:10.1017/s0954579413000011

Belsky, J., & Pasco Fearon, R. (2002). Early attachment security, subsequent maternal sensitivity, and later child development: Does continuity in development depend upon continuity of caregiving? Attachment & Human Development, 4(3), 361-387. doi:10.1080/14616730210167267

Bernier, A., Carlson, S., Deschenes, M., & Matte-Gagne, C. (2012). Social factors in the development of early executive functioning: A closer look at the caregiving environment. Developmental Science, 15(1), 12-24. doi:10.1111/j.1467-7687.2011.01093.x

Bowlby, J. (1969). Attachment and Loss (Vol. 1). New York, NY: Basic Books.

Bowlby, J. (1980). Attachment and Loss (Vol. 3). New York, NY: Basic Books.

DeWolff, M. S., & Van Ijzendoorn, M. H. (1997). Sensitivity and Attachment: A Meta-Analysis on Parental Antecedents of Infant Attachment. Child Development, 68(4), 571-591. doi:10.1111/j.1467-8624.1997.tb04218.x

Groh, A. M., Pasco Fearon, R. M., Van Ijzendoorn, M. H., Bakermans-Kranenburg, M. J., & Roisman, G. I. (2016). Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development. Child Development Perspectives, 11(1), 70-76. doi:10.1111/cdep.12213

Gunnar, M. (2017). Social Buffering of Stress in Development: A Career Perspective. Perspectives on Psychological Science, 12(3), 355-373. 10.1177/1745691616680612

Matas, L., Arend, R., & Sroufe, L. A. (1978). Continuity of Adaptation in the Second Year: The Relationship between Quality of Attachment and Later Competence. Child Development, 49(3), 547-556. doi:10.2307/1128221

Mcelwain, N. L., & Booth-Laforce, C. (2006). Maternal sensitivity to infant distress and nondistress as predictors of infant-mother attachment security. Journal of Family Psychology, 20(2), 247-255. doi:10.1037/0893-3200.20.2.247

NICHD Early Child Care Research Network. (1997). The Effects of Infant Child Care on Infant-Mother Attachment Security: Results of the NICHD Study of Early Child Care. Child Development, 68(5), 860-879. doi:10.2307/1132038

O’Connor, E., & McCartney, K. (2007). Attachment and cognitive skills: An investigation of mediating mechanisms. Journal of Applied Developmental Psychology, 28(5-6), 458-476. doi:10.1016/j.appdev.2007.06.007

Sroufe, L. A., & Carlson, E. (1995). The contribution of attachment theory to developmental psychopathology. In Developmental processes and psychopathology: Vol. 1. Theoretical perspectives and methodological approaches (pp. 581-617). New York: Cambridge University Press.
Sroufe, L. A. (2005). Attachment and Development: A prospective, longitudinal study from birth to adulthood. Attachment & Human Development, 7(4), 349-367. doi:10.1080/14616730500365928

Sroufe, L. A., Egeland, B., & Kreutzer, T. (1990). The Fate of Early Experience Following Developmental Change: Longitudinal Approaches to Individual Adaptation in Childhood. Child Development, 61(5), 1363-1373. doi:10.2307/1130748

Thompson, R. (2008). Early attachment and later development: Familiar questions, new answers. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (2nd ed., pp. 348-365). New York: Guilford Press.

 

AUTONOMY

Barber, B. K. (1996). Parental Psychological Control: Revisiting a Neglected Construct. Child Development, 67(6), 3296-3319. doi:10.1111/j.1467-8624.1996.tb01915.x

Carlson, S.M., Bernier, A., & Whipple, N. (2010). From External Regulation to Self-Regulation: Early Parenting Precursors of Young Children’s Executive Functioning. Child Development, 81(1), 326-339. doi:10.1111/j.1467-8624.2009.01397.x

Deci, E. L., Ryan, R. M., & Vansteenkiste, M. (2016). Autonomy and autonomy disturbances in self-development and psychopathology: Research on motivation, attachment, and clinical process. In D. Cicchetti (Ed.), Developmental Psychopathology (Vol. 1, pp. 385-438). Hoboken, NJ: John Wiley & Sons.

Grolnick, W. S., & Pomerantz, E. M. (2009). Issues and Challenges in Studying Parental Control: Toward a New Conceptualization. Child Development Perspectives, 3(3), 165-170. doi:10.1111/j.1750-8606.2009.00099.x

Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143-154. doi:10.1037//0022-0663.81.2.143

Joussemet, M., Koestner, R., Lekes, N., & Landry, R. (2005). A Longitudinal Study of the Relationship of Maternal Autonomy Support to Children’s Adjustment and Achievement in School. Journal of Personality, 73(5), 1215-1236. doi:10.1111/j.1467-6494.2005.00347.x

Joussemet, M., Landry, R., & Koestner, R. (2008). A self-determination theory perspective on parenting. Canadian Psychology, 49(3), 194-200. doi:10.1037/a0012754

Meuwissen, A. S., & Carlson, S. M. (2015). Fathers matter: The role of father parenting in preschoolers’ executive function development. Journal of Experimental Child Psychology, 140, 1-15. doi:10.1016/j.jecp.2015.06.010

 

SELF-REGULATION

Acock, A. C., Piccinin, A., Rhea, S. A., Stallings, M. C., & McClelland, M. M. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314-324. doi:10.1016/j.ecresq.2012.07.008

Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50(10), 2368-2379. doi:10.1037/a0037493

Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135-168. doi:10.1146/annurev-psych-113011-143750

Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment. Annual Review of Clinical Psychology, 6(1), 495-525. doi:10.1146/annurev.clinpsy.121208.131208

Gaertner, B. M., Spinrad, T. L., & Eisenberg, N. (2008). Focused attention in toddlers: Measurement, stability, and relations to negative emotion and parenting. Infant and Child Development, 17(4), 339-363. doi:10.1002/icd.580

Kopp, C. B., & Neufeld, S. J. (2003). Emotional development during infancy. In R. J. Davidson, K. R. Scherer, & H. H. Goldsmith (Eds.), Handbook of Affective Sciences (pp. 347-374). Oxford: Oxford University Press.

McClelland, M. M. (2010). Self-regulation: The integration of cognition and emotion. In R. M. Lerner & W. F. Overton (Eds.), The handbook of life-span development. cognition, biology, and methods (Vol. 1, pp. 509-553). Hoboken, NJ: John Wiley & Sons.

Moffitt, T. E., Arseneault, L., Belsky, D., et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698. doi:10.1073/pnas.1010076108

Razza, R. A., Martin, A., & Brooks-Gunn, J. (2012). The implications of early attentional regulation for school success among low-income children. Journal of Applied Developmental Psychology, 33(6), 311-319. doi:10.1016/j.appdev.2012.07.005

Mischel, W., Shoda, Y., & Peake, P. K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology, 26(6), 978-986. doi:10.1037//0012-1649.26.6.978

Zelazo, P. D., Blair, C. B., & Willoughby, M. T. (2016). Executive Function: Implications for Education (NCER) (Rep.). Washington, DC: U.S. Department of Education.

 

PROBLEM SOLVING

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78, 246-263. doi:10.1111/j.1467-8624.2007.00995.x

Deloache, J. S. (2004). Becoming symbol-minded. Trends in Cognitive Sciences, 8(2), 66-70. doi:10.1016/j.tics.2003.12.004
Doebel, S., & Zelazo, P. (2015). A meta-analysis of the Dimensional Change Card Sort: Implications for developmental theories and the measurement of executive function in children. Developmental Review, 38, 241-268. doi:10.1016/j.dr.2015.09.001

Espinet, S. D., Anderson, J. E., & Zelazo, P. (2013). Reflection training improves executive function in preschool-age children: Behavioral and neural effects. Developmental Cognitive Neuroscience, 4, 3-15. doi:10.1016/j.dcn.2012.11.009

Gopnik, A. (2012). Scientific Thinking in Young Children: Theoretical Advances, Empirical Research, and Policy Implications. Science, 337(6102), 1623-1627. doi:10.1126/science.1223416

Haimovitz, K., & Dweck, C. (2016). What predicts children’s fixed and growth intelligence mind-sets? Not their parents’ views of intelligence but their parents’ views of failure. Psychological Science, 27(6), 859-869. doi:10.1177/0956797616639727

Schulz, L., & Bonawitz, E. B. (2007). Serious fun: Preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43(4), 1045-1050. doi:10.1037/0012-1649.43.4.1045

Zelazo, P. (2015). Executive function: Reflection, iterative reprocessing, complexity, and the developing brain. Developmental Review, 38, 55-68. doi:10.1016/j.dr.2015.07.001

 

PERSPECTIVE TAKING

Aber, L., Brown, J. L., Jones, S. M., Berg, J., & Torrente, C. (2011). School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale. Development and Psychopathology, 23(02), 411-421. doi:10.1017/s0954579411000149

Brooks, R., & Meltzoff, A. N. (2015). Connecting the dots from infancy to childhood: A longitudinal study connecting gaze following, language, and explicit theory of mind. Journal of Experimental Child Psychology, 130, 67-78. doi:10.1016/j.jecp.2014.09.010

Devine, R. T., & Hughes, C. (2014). Relations Between False Belief Understanding and Executive Function in Early Childhood: A Meta-Analysis. Child Development, 85. doi:10.1111/cdev.12237

Gopnik, A., & Slaughter, V. (1991). Young Children’s Understanding of Changes in Their Mental States. Child Development, 62(1), 98-110. doi:10.2307/1130707

Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52(8), 1192-1205. doi:10.1037/dev0000140

Repacholi, B., & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14- and 18-month-olds. Developmental Psychology, 33(1), 12-21. doi:10.1037//0012-1649.33.1.12

Slaughter, V., Imuta, K., Peterson, C., & Henry, J. (2015). Meta-Analysis of Theory of Mind and Peer Popularity in the Preschool and Early School Years. Child Development, 86(4), 1159-1174. doi:10.1111/cdev.12372

 

ACADEMIC KNOWLEDGE

Duncan, G., Dowsett, C., Claessens, A., Magnuson, K., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. doi:10.1037/0012-1649.43.6.1428

Fernald, A., Marchman, V., & Weisleder, A. (2012). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234-248. doi:10.1111/desc.12019

Ginsburg, H., Lee, J. S., & Boyd, J. S. (2008). Mathematics Education for Young Children: What It is and How to Promote It. Social Policy Report, 22, 3-22. doi:10.1037/e640072011-001

Hart, B., & Risley, T. R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Brookes.

Hirsh-Pasek, K., Adamson, L., Bakeman, R.,Golinkoff, R.M., Pace, A., Yust, P. & Suma, K. (2015). The contribution of early communication to low-income children’s language success. Psychological Science. 26, 1071-1083

Jordan, N., Glutting, J., Dyson, N., Hassinger-Das, B., & Irwin, C. (2012). Building kindergartners’ number sense: A randomized controlled study. Journal of Educational Psychology, 104(3), 647-660. doi:10.1037/a0029018

Klibanoff, R., Levine, S.C., & Huttenlocher, J., Vasilyeva, M. & Hedges, L. (2006) Preschool Children’s Mathematical Knowledge: The effect of teacher “math talk”. Developmental Psychology, 42, 59-69

Kuhl, P. K., Ramirez, R., Bosseler, A., Lin, J.-F., & Imada, T. (2014). Infants’ brain responses to speech suggest Analysis by Synthesis. Proceedings of the National Academy of Sciences, 111, 11238-11245.

Pelucchi, B., Hay, J. F., & Saffran, J. R. (2009). Statistical Learning in a Natural Language by 8-Month-Old Infants. Child Development, 80(3), 674-685. doi:10.1111/j.1467-8624.2009.01290.x

Ramani, G. B., & Siegler, R. S. (2008). Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games. Child Development, 79(2), 375-394. doi:10.1111/j.1467-8624.2007.01131.x

Rowe, M. L. (2012). A Longitudinal Investigation of the Role of Quantity and Quality of Child-Directed Speech in Vocabulary Development. Child Development, 83(5), 1762-1774. doi:10.1111/j.1467-8624.2012.01805.x

Saffran, J. R. (2001). Words in a sea of sounds: The output of infant statistical learning. Cognition, 81(2), 149-169. doi:10.1016/s0010-0277(01)00132-9

Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical Learning by 8-Month-Old Infants. Science, 274(5294), 1926-1928. doi:10.1126/science.274.5294.1926

Spelke, E. S. & Xu, F. (2000). Large number discrimination in 6-month-old infants. Cognition, 74. doi:10.1016/s0010-0277(99)00066-9