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Research Citations Page 1 Research Citation Map Compiled by Kimberly S. Cassidy, Ed.S. Developmentally Appropriate Practice Bagdi, A., & Vacca, J. (2005). Supporting early childhood social-emotional well being: The building blocks for early learning and school success. Early Childhood Education Journal, 33(3), 145-150. doi:10.1007/s10643-005-0038-y. Ball, J., & Pence, A. R. (1999). Beyond developmentally appropriate practice: Developing community and culturally appropriate practice. Young Children, 54(2), 46-50. Bredekamp, S. (1997). NAEYC issues revised position statement on developmentally appropriate practice in early childhood programs. Young Children, 52(2), 34-40. Bredekamp, S. (2005). Play and school readiness. Educational Perspectives, 38(1), 18-26. Berk, L. E., & Winsler, A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. NAEYC research into practice series. volume 7 National Association for the Education of Young Children, 1509 16th Street, N.W., Washington, DC 20036-1426 (NAEYC catalog #146). Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. third edition National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205- 4101. DeVries, R., Zan, B., Hildebrandt, C., Edmiaston, R., & Sales, C. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. early childhood education series Teachers College Press, P.O. Box 20, Williston, VT 05495-0020. Dunn, L., & Kontos, S. (1998). Developmentally appropriate practice: What does research tell us? Journal of Early Education and Family Review, 5(4), 8-11.
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Page 1: Research Citation Map - Kaplan co · Research Citations Page 1 Research Citation Map Compiled by Kimberly S. Cassidy, Ed.S. ... Information Technology in Childhood Education Annual,

Research Citations Page 1

Research Citation Map

Compiled by Kimberly S. Cassidy, Ed.S.

Developmentally Appropriate Practice

Bagdi, A., & Vacca, J. (2005). Supporting early childhood social-emotional well being: The building blocks for early learning and school success. Early Childhood Education Journal, 33(3), 145-150. doi:10.1007/s10643-005-0038-y.

Ball, J., & Pence, A. R. (1999). Beyond developmentally appropriate practice: Developing community and culturally appropriate practice. Young Children, 54(2), 46-50.

Bredekamp, S. (1997). NAEYC issues revised position statement on developmentally appropriate practice in early childhood programs. Young Children, 52(2), 34-40.

Bredekamp, S. (2005). Play and school readiness. Educational Perspectives, 38(1), 18-26.

Berk, L. E., & Winsler, A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. NAEYC research into practice series. volume 7 National Association for the Education of Young Children, 1509 16th Street, N.W., Washington, DC 20036-1426 (NAEYC catalog #146).

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. third edition National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101.

DeVries, R., Zan, B., Hildebrandt, C., Edmiaston, R., & Sales, C. (2002). Developing constructivist early childhood curriculum: Practical principles and activities. early childhood education series Teachers College Press, P.O. Box 20, Williston, VT 05495-0020.

Dunn, L., & Kontos, S. (1998). Developmentally appropriate practice: What does research tell us? Journal of Early Education and Family Review, 5(4), 8-11.

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Research Citations Page 2

Elkind, D. (2003). Montessori and constructivism. Montessori Life, 15(1), 26-29.

Finegan, C., & Austin, N. J. (2002). Developmentally appropriate technology for young children. Information Technology in Childhood Education Annual, 2002(1), 87-102.

Jordan, K. E., & Baker, J. (2011). Multisensory information boosts numerical matching abilities in young children. Developmental Science, 14(2), 205-213.

Katz, L. G., Rothenberg, D., & Preece, L. (2003). Early childhood research & practice: An internet journal on the development, care, and education of young children, spring 2003. Early Childhood Research & Practice: An Internet Journal on the Development, Care, and Education of Young Children, 2003, 5(1), 162.

Katz, L. G. (2007). What to look for when visiting early childhood classes. Gifted Child Today, 30(3), 34-37.

Lawhon, T., & Cobb, J. B. (2002). Routines that build emergent literacy skills in infants, toddlers, and preschoolers. Early Childhood Education Journal, 30(2), 113-118.

Learning to read and write: Developmentally appropriate practices for young children. (1998). Reading Teacher, 52(2), 193-216.

Moffett, K. R., Swafford, M., & Richey, L. H. (2008). Merging developmentally appropriate practice with positive behavioral supports in early childhood programs. Dimensions of Early Childhood, 36(2), 21-28.

Nutbrown, C. (2005). Key concepts in early childhood education and care Paul Chapman Publishing, a SAGE Publications Company, Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320.

Oliver, S. J., & Klugman, E. (2002). Playing the day away: The importance of constructive play in early childhood settings. Child Care Information Exchange, (145), 66-70.

Rettig, P. R. (2002). From neurons to neighborhoods: The science of early childhood development. Childhood Education, 78(5), 310.

Rodd, J. (1996). Children, culture and education. Childhood Education, 72(6), 325-329.

Rushton, S. P. (2001). Applying brain research to create developmentally appropriate learning environments. Young Children, 56(5), 76-80,82.

Rushton, S., & Larkin, E. (2001). Shaping the learning environment: Connecting developmentally appropriate practices to brain research. Early Childhood Education Journal, 29(1), 25-33.

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Research Citations Page 3

Slanina, A. M. (2003). Mathematics through literature in the early childhood classroom. developmentally appropriate practice. Journal of Early Education and Family Review, 10(5), 6-10.

Stipek, D., & And Others. (1994). Making parents your allies. Young Children, 49(3), 4-9.

Wardle, F. (1999). In praise of developmentally appropriate practice. Young Children, 54(6), 4-12.

Yelland, N. J. (2000). Promoting meaningful learning: Innovations in educating early childhood professionals National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426.

Literacy

Brand, S.T. (2001). Play and literacy in early childhood: Research from multiple perspectives. Childhood Education, 78(1), 53.

Brashear, N. (2009). Literacy leadership in early childhood: The essential guide. Childhood Education, 85(3), 198.

Contemporary perspectives in literacy in early childhood education. (2003). Reference and Research Book News, 18(1), n/a.

Dodd, B. J., So, L. K. H., & Lam, K. K. C. (2008). Bilingualism and learning: The effect of language pair on phonological awareness abilities. Australian Journal of Learning Difficulties, 13(2), 99-113.

Dufva, M., Niemi, P., & Voeten, M. J. M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14(1-2), 91-117.

Emergent literacy and language development; promoting learning in early childhood. (2009). Reference and Research Book News, 24(4), n/a.

Ezeh Chinyere Njideka. (1999). Literacy in early childhood education: The right of every child. International Journal of Early Childhood, 31(2), 1-5.

Florit, E., Roch, M., Altoe, G., & Levorato, M. C. (2009). Listening comprehension in preschoolers: The role of memory. British Journal of Developmental Psychology, 27(4), 935-951.

Grace, D. J., & Brandt, M. E. (2005). Emergent literacy and the development of the early literacy program evaluation guide. Educational Perspectives, 38(1), 36-38.

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Research Citations Page 4

Huba, M. E., & And Others. (1986). Print awareness in prereaders and subsequent reading achievement.

Huenemann, K. (2011, Feb 2011). The cornerstones to early literacy: Childhood experiences that promote learning in reading, writing, and oral language. Resource Links, 16, 50-50,53.

Jalongo, M. R. (2007). Learning to listen, listening to learn: Building essential skills in young children National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101.

Kitalong, K.S. (2002). Play and literacy in early childhood: Research from multiple perspectives. Technical Communication Quarterly, 11(1), 85-87.

Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity--number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103(4), 516-531.

Lake, V. E., & Pappamihiel, N. E. (2003). Effective practices and principles to support english language learners in the early childhood classroom. Childhood Education, 79(4), 200-203.

Lamberts, F., & And Others. (1980). Listening and language activities for preschool children. Language, Speech, and Hearing Services in the Schools, 11(2), 111-117.

Lawhon, T., & Cobb, J. B. (2002). Routines that build emergent literacy skills in infants, toddlers, and preschoolers. Early Childhood Education Journal, 30(2), 113-118.

Learning to read and write: Developmentally appropriate practices for young children. (1998). Reading Teacher, 52(2), 193-216.

Lovelace, F. A. (2010). An examination of early literacy in an early childhood classroom. (Ed.D., The University of Memphis). ProQuest Dissertations and Theses, . (859453906).

Makin, L., Hayden, J., & Criss Jones Diaz. (2000). High-quality literacy programs in early childhood classrooms: An australian case study. Childhood Education, 76(6), 368-373.

Mann, V. A., & Foy, J. G. (2003). Phonological awareness, speech development, and letter knowledge in preschool children. Annals of Dyslexia, 53, 149-173.

Mann, V. A., & Foy, J. G. (2007). Speech development patterns and phonological awareness in preschool children. Annals of Dyslexia, 57(1), 51-74.

Mckie, B. K., Manswell Butty, J., & Green, R. D. (2012). Reading, reasoning, and literacy: Strategies for early childhood education from the analysis of classroom observations. Early Childhood Education Journal, 40(1), 55-61. doi:10.1007/s10643-011-0489-2

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Merryman, M. L. (1973). The effect on reading comprehension of matching syntax in written materials to syntax in preschool children's level of language acquisition University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106.

Nutbrown, C. (2005). Key concepts in early childhood education and care Paul Chapman Publishing, a SAGE Publications Company, Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320.

Perry, G. (2007). Literacy leadership in early childhood: The essential guide. YC Young Children, 62(3), 96.

Pianta, R. (2002). School readiness: A focus on children, families, communities, and schools. the informed educator series ERS Member Services Information Center, 2000 Clarendon Blvd., Arlington, VA 22201.

Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87-98.

Rvachew, S. (2006). Longitudinal predictors of implicit phonological awareness skills. American Journal of Speech-Language Pathology, 15(2), 165-176.

Shedd, M. K. (2011). Influences on early childhood educators' classroom literacy practices: Effects of perceptions of themselves as literacy educators and content knowledge. (Ph.D., Michigan State University). ProQuest Dissertations and Theses.

Souto-Manning, M., & James, N. (2008). A multi-arts approach to early literacy and learning. Journal of Research in Childhood Education, 23(1), 82-95.

Strickland, D. S., & Schickedanz, J. A. (2004). Learning about print in preschool: Working with letters, words, and beginning links with phonemic awareness International Reading Association, Newark, DE.

Swick, K. J. (2009). Promoting school and life success through early childhood family literacy. Early Childhood Education Journal, 36(5), 403-406. doi:10.1007/s10643-009-0305-4.

Math

Bouchard, M. (2012). Preschool predictors of kindergarten math achievement. (Psy.D., Alfred University). ProQuest Dissertations and Theses. (1015171448).

Bowman, B. T. (1998). Math, science, and technology in early childhood education. 16.

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Clements, D. H., DiBiase, A., & Sarama, J. (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. studies in mathematical thinking and learning series Lawrence Erlbaum Associates. 10 Industrial Avenue, Mahwah, NJ, 07430.

Copley, J. V. (2000). The young child and mathematics National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426.

Gallenstein, N. L. (2005). Engaging young children in science and mathematics. Journal of Elementary Science Education, 17(2), 27-41.

Geist, K., & Geist, E. (2008). Do re mi, 1-2-3: That's how easy math can be--using music to support emergent mathematics. Young Children, 63(2), 20-25.

Hall, W. D. (2000). Dialogue on early childhood science, mathematics, and technology education. Teaching Children Mathematics, 6(5), 336.

Harvey, H. A. (2011). Executive function development and early mathematics: Examination of dual language learners. (Ph.D., University of Denver). ProQuest Dissertations and Theses.

Jacobson, L. (2003). Early-childhood math. Education Week, 23(1), 16.

Jordan, K. E., & Baker, J. (2011). Multisensory information boosts numerical matching abilities in young children. Developmental Science, 14(2), 205-213.

Kelly, S. (2004). Understanding math and reading achievement through motivational and contextual variables in the early childhood longitudinal survey (ECLS-K). (Ph.D., Southern Illinois University at Carbondale). ProQuest Dissertations and Theses.

Kilday, C. R. (2010). Factors affecting children's math achievement scores in preschool. (Ph.D., University of Virginia). ProQuest Dissertations and Theses.

Krajewski, K., & Schneider, W. (2009). Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity--number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103(4), 516-531.

Moomaw, S. (2011). Teaching mathematics in early childhood. Brookes Publishing Company; 232pp. 2011, 232.

Ojose, B. (2008). Applying piaget's theory of cognitive development to mathematics instruction. Mathematics Educator, 18(1), 26-30.

Rudd, L. C., Lambert, M. C., Satterwhite, M., & Zaier, A. (2008). Mathematical language in early childhood settings: What really counts? Early Childhood Education Journal, 36(1), 75-80. doi:10.1007/s10643-008-0246-3

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Research Citations Page 7

Sirgo, L. (1995). New life for early childhood math. Montessori Life, 7(2), 22-23.

Slanina, A. M. (2003). Mathematics through literature in the early childhood classroom. developmentally appropriate practice. Journal of Early Education and Family Review, 10(5), 6-10.

Stone, J. I. (1987). Early childhood math: Make it manipulative! Young Children, 42(6), 16-23.

Wohlhuter, K. A., & Quintero, E. (2003). Integrating mathematics and literacy in early childhood teacher education: Lessons learned. Teacher Education Quarterly, 30(4), 27-38.

Wood, K., & Frid, S. (2005). Early childhood numeracy in a multiage setting. Mathematics Education Research Journal, 16(3), 80-99.

Science

Akerson, V. L. (2004). Designing a science methods course for early childhood preservice teachers. Journal of Elementary Science Education, 16(2), 19-32.

Baldwin, J. L., Adams, S. M., & Kelly, M. K. (2009). Science at the center: An emergent, standards-based, child-centered framework for early learners. Early Childhood Education Journal, 37(1), 71-77.

Brenneman, K. (2011). Assessment for preschool science learning and learning environments. Early Childhood Research & Practice, 13(1), 9.

Chapin, J. R. (2006). The achievement gap in social studies and science starts early: Evidence from the early childhood longitudinal Study1. The Social Studies, 97(6), 231-238.

Gallenstein, N. L. (2005). Engaging young children in science and mathematics. Journal of Elementary Science Education, 17(2), 27-41.

Gutierrez Romero, M. F. (2004). Epistemological understanding and inductive inference: A study of physics in early childhood education.University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology.

Hadzigeorgiou, Y. (2002). A study of the development of the concept of mechanical stability in preschool children. Research in Science Education, 32(3), 373-391.

Hall, W. D. (2000). Dialogue on early childhood science, mathematics, and technology education. Teaching Children Mathematics, 6(5), 336.

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Research Citations Page 8

Kalish, C. W. (1996). Preschoolers' understanding of germs as invisible mechanisms. Cognitive Development, 11(1), 83-106.

Kamii, C., & Lee-Katz, L. (1979). Physics in preschool education: A piagetian approach. Young Children, 34(4), 4-9.

Kamii, C., & DeVries, R. (1993). Physical knowledge in preschool education: Implications of piaget's theory. reissued with a new introduction Teachers College Press, P.O. Box 2032, Colchester, VT 05449.

Moomaw, S., & Hieronymus, B. (1997). More than magnets: Exploring the wonders of science in preschool and kindergarten Redleaf Press, Division of Resources for Child Caring, MN 55104-4125.

Peterson, S. M. (2009). Narrative and paradigmatic explanations in preschool science discourse. Discourse Processes: A Multidisciplinary Journal, 46(4), 369-399.

Stegelin, D. A. (2003). Application of the reggio emilia approach to early childhood science curriculum. Early Childhood Education Journal, 30(3), 163-169. doi:10.1023/A:1022013905793.

Yoon, J., & Onchwari, J. A. (2006). Teaching young children science: Three key points. Early Childhood Education Journal, 33(6), 419-423.

Social Studies

Arbegast, H. W. (2010). Social-emotional development in early childhood as it relates to children's early learning experiences and family development in san diego county children from birth through age five. (Ed.D., Pepperdine University). ProQuest Dissertations and Theses.

Ball, J., & Pence, A. R. (1999). Beyond developmentally appropriate practice: Developing community and culturally appropriate practice. Young Children, 54(2), 46-50.

Chapin, J. R. (2006). The achievement gap in social studies and science starts early: Evidence from the early childhood longitudinal Study1. The Social Studies, 97(6), 231-238.

Comer, J. P., & Ben-avie, M. (2010). Promoting community in early childhood programs: A comparison of two programs. Early Childhood Education Journal, 38(2), 87-94. doi:10.1007/s10643-010-0391-3.

Clark, P. (1995). Culturally appropriate practices in early childhood education: Families as the resource. Contemporary Education, 66(3), 154-157.

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Research Citations Page 9

Fong, A., & Sheets, R. H. (2004). Multicultural education: Teacher conceptualization and approach to implementation. Multicultural Education, 12(1), 10-15.

Garrison, T. (2006). Social studies in today’s early childhood curricula. Childhood Education, 83(1), 58.

Halgunseth, L. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. YC Young Children, 64(5), 56-58.

Heider, K. L. (2009). Information literacy: The missing link in early childhood education. Early Childhood Education Journal, 36(6), 513-518. doi:10.1007/s10643-009-0313-4

Hibbert, K. (2002). Converging worlds: Play, literacy, and culture in early childhood. Canadian Journal of Education, 27(2/3), 313-314.

Holden, B. (2005). Building community wealth through an early childhood investment strategy. Business Perspectives, 17(2), 14-17.

Livas, A. (2008). The role of culture in early childhood: An examination of diverse parents' beliefs and practices in relation to their preschool-aged children. (Ph.D., University of California, Berkeley). ProQuest Dissertations and Theses.

Logue, M. E. (2007). Early childhood learning standards: Tools for promoting social and academic success in kindergarten. Children & Schools, 29(1), 35-43.

Md-Yunus, S. (2009). Rice, rice, rice in the bin: Addressing culturally appropriate practice in early childhood classrooms. Childhood Education, 86(1), 27-31.

Mindes, G. (2005). Social studies in today's early childhood curricula. YC Young Children, 60(5), 12-18.

Park, C. C. (2010). Teaching and learning about racial and ethnic diversity in early childhood classrooms. (Ph.D., University of Washington). ProQuest Dissertations and Theses.

Richardson, R. C., Myran, S. P., & Tonelson, S. (2009). Teaching social and emotional competence in early childhood. International Journal of Special Education, 24(3), 143-149.

Swick, K. J. (1994). Family involvement: An empowerment perspective. Dimensions of Early Childhood, 22(2), 10-13.

Teaching social studies in the early childhood classroom; learning about the world. (2000). Reference and Research Book News, 15(3), n/a.

Yoo, S. (2010). Early childhood teachers’ empowerment and implementation of teaching method programs for child development in science education. Education, 130(4), 556-560.

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Research Citations Page 10

Zachariah, J. (2011). Strengthening self-regulation and social competence in young children: Examining the influence, beliefs and practices of an early childhood educator. (Ed.D., Indiana University). ProQuest Dissertations and Theses.

Creative Arts

Armistead, M. E. (2007). Kaleidoscope: How a creative arts enrichment program prepares children for kindergarten. YC Young Children, 62(6), 86-93.

Eckhoff, A. (2008). The importance of art viewing experiences in early childhood visual arts: The exploration of a master art teacher's strategies for meaningful early arts experiences. Early Childhood Education Journal, 35(5), 463-472. doi:10.1007/s10643-007-0216-1.

Frost, J. L. (2005). Lessons from disasters: Play, work, and the creative arts. Childhood Education, 82(1), 2-8.

Furman, L. (2000). In support of drama in early childhood education, again. Early Childhood Education Journal, 27(3), 173-178. doi:10.1007/BF02694231.

Ganus, L. A. (2010). The pedagogical role of reggio-inspired studios in early childhood education. (Ph.D., University of Denver). ProQuest Dissertations and These .

Geist, K., & Geist, E. (2008). Do re mi, 1-2-3: That's how easy math can be--using music to support emergent mathematics. Young Children, 63(2), 20-25.

Humpal, M. E., & Wolf, J. (2003). Music in the inclusive environment. Young Children, 58(2), 103-107.

Jalongo, M.J. (2003). The child's right to creative thought and expression. Childhood Education, 79(4), 218-228.

Koralek, D. (2010). The performing arts: Music, dance, and theater in the early years. YC Young Children, 65(2), 10-13.

Levinowitz, L. M. (1999). The importance of music in early childhood. Music Educators Journal, 86(1), 17-18.

Neelly, L. P. (2001). Developmentally appropriate music practice: Children learn what they live. Young Children, 56(3), 32-37.

Nelson, J. A. N. (1997). The reggio emilia approach: Creativity in 100 languages. Early Childhood Connections, 3(1), 25-29.

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Research Citations Page 11

Olson, T. L. (2009). Music and learning with students in early childhood special education in the kindergarten classroom. (M.S.E., Southwest Minnesota State University). ProQuest Dissertations and Theses.

O'Neill, B. E. (2008). Storytelling and creative drama: A dynamic approach to inclusive early childhood education. (Ed.D., Teachers College, Columbia University). ProQuest Dissertations and Theses.

Overby, L. Y., & And Others. (1991). Early childhood creative arts. proceedings of the international conference on early childhood creative arts (los angeles, california, december 6-9, 1990). 281.

Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of young english language learners. Early Childhood Education Journal, 36(3), 227-232. doi:10.1007/s10643-008-0277-9.

Phillips, R. D., Gorton, R. L., Pinciotti, P., & Sachdev, A. (2010). Promising findings on preschoolers' emergent literacy and school readiness in arts-integrated early childhood settings. Early Childhood Education Journal, 38(2), 111-122. doi:10.1007/s10643-010-0397-x.

Telesco, P. J. (2010). Music and early literacy. Forum on Public Policy Online, 2010(5), 18.

Using the fine arts to teach early childhood essential elements (1985). Education Service Center Region 11, Ft. Worth, TX.

Walker-Qualls, G. M. (2008). The use of creative arts to enhance the reading levels of students with disabilities. (Ph.D., Loyola University Chicago). ProQuest Dissertations and Theses, . (304556575).

Special Needs

Adapting early childhood curricula for children with special needs, 8th ed. (2011). Reference and Research Book News, 26(5), n/a.

Bond, C. (2010). Including preschool age students with disabilities: Perceptions and beliefs of community-based early childhood providers. (Ed.D., University of Florida). ProQuest Dissertations and Theses.

Brand, M. (1998). Supporting children with developmental challenges. Children and Families, 17(3), 18-20,22-23.

Children with special needs in early childhood settings; indentification, intervention, inclusion. (2004). Reference and Research Book News, 19(1).

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Research Citations Page 12

Cole, C. V. (2009). Preschool english language learners with disabilities: A comparison of recommended and actual language of instruction practices. (Ph.D., Texas A&M University). ProQuest Dissertations and Theses.

Filler, J., & Xu, Y. (2006). Including children with disabilities in early childhood education programs: Individualizing developmentally appropriate practices. Childhood Education, 83(2), 92-98.

Fossum, S. J. (2010). Sensory integration interventions for early childhood special education. (M.S., Southwest Minnesota State University). ProQuest Dissertations and Theses.

Garrett, J. N., & Kelley, M. F. (2000). Early childhood special education. Childhood Education, 76(5), 267-276.

Gibson, K. L., & Mitchell, L. M. (2005). Critical curriculum components in programs for young gifted learners. International Education Journal, 6(2), 164-169.

Genisio, M., & Drecktrah, M. (1999). Emergent literacy in an early childhood classroom: Center learning to support the child with special needs. Early Childhood Education Journal, 26(4), 225-231. doi:10.1023/A:1022911605995.

Grisham-Brown, J., Pretti-Frontczak, K., Hemmeter, M. L., & Ridgley, R. (2002). Teaching IEP goals and objectives in the context of classroom routines and activities. Young Exceptional Children, 6(1), 18-27.

Heath, M. L. (2009). Inclusive learning environments: An analysis of early intervention service options for preschoolers with special needs. (Ed.D., Liberty University). ProQuest Dissertations and Theses.

Hemmeter, M. L., & Grisham-Brown, J. (1997). Developing children's language skills in inclusive early childhood classrooms. Dimensions of Early Childhood, 25(3), 6-13.

Humpal, M. E., & Wolf, J. (2003). Music in the inclusive environment. Young Children, 58(2), 103-107.

Moffett, K. R., Swafford, M., & Richey, L. H. (2008). Merging developmentally appropriate practice with positive behavioral supports in early childhood programs. Dimensions of Early Childhood, 36(2), 21-28.

Niemeyer, J. A., Cassidy, D. J., Collins, E., & Taylor, B. (1999). Facilitating individual planning for young children with disabilities in developmentally appropriate classrooms. Early Childhood Education Journal, 26(4), 255-262.

Odom, S. L., & Diamond, K. E. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13(1), 3-25.

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Olson, T. L. (2009). Music and learning with students in early childhood special education in the kindergarten classroom. (M.S.E., Southwest Minnesota State University). ProQuest Dissertations and Theses, . (305167532).

O'Neill, B. E. (2008). Storytelling and creative drama: A dynamic approach to inclusive early childhood education. (Ed.D., Teachers College, Columbia University). ProQuest Dissertations and Theses.

Presler, B., & Routt, M. L. (1997). Inclusion of children with special health care needs in early childhood programs. Dimensions of Early Childhood, 25(3), 26-31.

Rogow, S. M. (1991). The dynamics of play: Including children with special needs in mainstreamed early childhood programs. International Journal of Early Childhood, 23(Dec 91), 50-57.

Rous, B., & Hyson, M. (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Division for Early Childhood, Council for Exceptional Children. 27 Fort Missoula Road Suite 2, Missoula, MT 59804.

Stoddard, K., & And Others. (1994). Integrating special-needs children into a preschool setting. early childhood special education. Day Care & Early Education, 22(2), 30-33.

Strategies for including children with special needs in early childhood settings. (2001). Reference and Research Book News, 16(2), n/a.

Walker-Qualls, G. M. (2008). The use of creative arts to enhance the reading levels of students with disabilities. (Ph.D., Loyola University Chicago). ProQuest Dissertations and Theses.

Wolery, M., & Wilbert, J. S. (1994). Including children with special needs in early childhood programs. research monograph of the national association for the education of young children, volume 6 National Association for the Education of Young Children, 1509 16th Street, N.W., Washington, DC 20036.

Young children with special needs; an introduction to early childhood special education. (2000). Reference and Research Book News, 15(2).

Dual Language Learners (DLLs)

Ball, J., & Pence, A. R. (1999). Beyond developmentally appropriate practice: Developing community and culturally appropriate practice. Young Children, 54(2), 46-50.

Ballantyne, K. G., Sanderman, A. R., & McLaughlin, N. (2008). Dual language learners in the early years: Getting ready to succeed in school. ().National Clearinghouse for English

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Language Acquisition & Language Instruction Educational Program. George Washington University, Graduate School of Education and Human Development, 2121 K Street NW Suite 260, Washington, DC 20037.

Bell, D. D., Jr. (2010). Exploring phonemic awareness in preschool english language learners. (Ph.D., The Florida State University). ProQuest Dissertations and Theses.

Bryant, P. C. (2012). Instructional practices to support preK english language learners. (Ed.D., College of Saint Elizabeth). ProQuest Dissertations and Theses.

Brydon, M. M. (2010). The effect of rich instruction on the vocabulary acquisition of preschool dual language learners. (Ph.D., University of Pittsburgh). ProQuest Dissertations and Theses.

Cole, C. V. (2009). Preschool english language learners with disabilities: A comparison of recommended and actual language of instruction practices. (Ph.D., Texas A&M University). ProQuest Dissertations and Theses.

Dodd, B. J., So, L. K. H., & Lam, K. K. C. (2008). Bilingualism and learning: The effect of language pair on phonological awareness abilities. Australian Journal of Learning Difficulties, 13(2), 99-113.

Dual language learners in the early childhood classroom. (2011). Reference and Research Book News, 26(4).

Harvey, H. A. (2011). Executive function development and early mathematics: Examination of dual language learners. (Ph.D., University of Denver). ProQuest Dissertations and Theses.

Howes, C., Downer, J. T., & Pianta, R. C. (2011). Dual language learners in the early childhood classroom. national center for research on early childhood education (NCRECE) series. Brookes Publishing Company; 296pp. 2011. 296.

Huerta, M., & Jackson, J. (2010). Connecting literacy and science to increase achievement for english language learners. Early Childhood Education Journal, 38(3), 205-211. doi:10.1007/s10643-010-0402-4.

Lake, V. E., & Pappamihiel, N. E. (2003). Effective practices and principles to support english language learners in the early childhood classroom. Childhood Education, 79(4), 200-203.

Lee, J., Lee, Y. A., & Amaro-Jiménez, C. (2011). Teaching english language learners (ELLs) mathematics in early childhood. Childhood Education, 87(4), 253-260.

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MacNevin, J. (2011). Best practices in ELL instruction. Canadian Journal of Education, 34(2), 286-288.

Matera, C. (2011). Longitudinal outcomes for preschool dual language learners receiving writing instruction. NHSA Dialog, 14(3), 103-120.

Morales, P. Z. (2010). Examining the role of a dual language immersion program's language ideologies in scaffolding positive learner identities in dual language learners. (Ph.D., University of California, Los Angeles). ProQuest Dissertations and Theses, . (893847062).

Perry, G. (2010). Many languages, one classroom: Teaching dual and english language learners. YC Young Children, 65(1), 112.

Paquette, K. R., & Rieg, S. A. (2008). Using music to support the literacy development of young english language learners. Early Childhood Education Journal, 36(3), 227-232. doi:10.1007/s10643-008-0277-9.

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Sanchez, G. (2011). Analyses of language and culture beliefs and reported practices of pre-kindergarten and kindergarten teachers working with dual language learners. (Ph.D., University of South Florida). ProQuest Dissertations and Theses, . (862737033).

Extended Learning

Chamberlin, S. A., Buchanan, M., & Vercimak, D. (2007, Spring 2007). Serving twice-exceptional preschoolers: Blending gifted education and early childhood special education practices in assessment and program planning. Journal for the Education of the Gifted, 30, 372-394,414,416.

Gibson, K. L., & Mitchell, L. M. (2005). Critical curriculum components in programs for young gifted learners. International Education Journal, 6(2), 164-169.

Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84.

Kodman, J., Frank. (1970). Effects of preschool enrichment on intellectual performance of appalachian children. Retrieved from https://login.ezproxy.etsu.edu:3443/login? url=http://search.proquest.com/docview/64379783?accountid=10771.

McGee, C. D., & Hughes, C. E. (2011). Identifying and supporting young gifted learners. YC Young Children, 66(4), 100-105.

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Runyon, L. (2010). Identification of highly gifted 5- and 6-year-old children: Measures to predict academic achievement. (M.S., University of North Texas). ProQuest Dissertations and Theses.

Stedtnitz, U. (1986). The influence of educational enrichment on self-efficacy and interest levels in young children. Topics in Early Childhood Special Education, 6(1), 39-49.

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Ballantyne, K. G., Sanderman, A. R., & McLaughlin, N. (2008). Dual language learners in the early years: Getting ready to succeed in school. ().National Clearinghouse for English Language Acquisition & Language Instruction Educational Program. George Washington University, Graduate School of Education and Human Development, 2121 K Street NW Suite 260, Washington, DC 20037. Tel: 800-321-(TRUNCATED).

Bell, D. D., Jr. (2010). Exploring phonemic awareness in preschool english language learners. (Ph.D., The Florida State University). ProQuest Dissertations and Theses, . (875961230).

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Gibson, K. L., & Mitchell, L. M. (2005). Critical curriculum components in programs for young gifted learners. International Education Journal, 6(2), 164-169.

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