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Iowa Early Learning Standards 3rd edition Section 4: (References)

Iowa Early Learning Standards 3rd edition Section 4: 

The References section contains full citations to access the research, other publications, and identified best practice used to support development of the standards and benchmarks. The citations are presented for each Area and each age level standard, and the Essential Considerations.

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References

Iowa Early Learning Standards 3rd edition

 

357

 

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Meltzoff, A. (1990). Foundations for developing a concept of self: The role of imitation in relating self to other and the va lue of social mirroring, social modeling, and self practice in infancy. In D. Cicchetti & M. Beeghly (Eds.), The self in transition: Infancy to childhood (pp. 139-164). Chicago, IL: University of Chicago Press.

 

Rochat, P., Broesch, T., & Jayne, K. (2012). Social awareness and early self-recognition. Consciousness and Cognition, 21(3), 1491-1497.

 

Rochat, P., & Striano, T. (2002). Who’s in the mirror? Self-other discrimination in specular images by four-and- nine-month-old infants. Child Development,

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Stipek, D., Gralinski, J. H., & Kopp, C. G. (1990). Self-concept development in the toddler years. Developmental Psychology, 26, 972-977.

 

Thompson, R. A. (2001). Development in the first years of life. In R. Behrman (Ed.), The future of children: Caring for infants and toddlers (pp. 21-34).

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Standard 1.1.PS

 

Durkin, D. (2016). Engagement vs redirection in positive discipline. Attached family: Nurturing children from a compassionate world, 19(2). Retrieved from http://theattachedfamily.com/membersonly/?issuem_pdf=true&issue_id=568

 

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Florez, I. R. (2011). Developing young children’s self-regulation through everyday experiences. Young Children, 66 (4), 47-51. Retrieved from https://

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Kagan, S. L., Moore, E., & Bredekamp, S. (1995). Reconsidering children’s early development and learning: Toward common views and vocabulary. (Report No. 95-03). Washington, DC: National Education Goals Panel.

 

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Peth-Pierce, R. (2000). A good beginning: Sending America’s children to school with the social and emotional competence they need to succeed.

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Brownell, C. A. (2014). Early development of prosocial behavior: Current perspectives. Infancy, 18(1), 1-9. doi:10.1111/infa.12004

 

Bullock, M., & Lütkenhaus, P. (1988). The development of volitional behaviors in the toddler years. Child Development, 59(3), 664-674.C

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Florez, I. R. (2011). Developing young children’s self-regulation through everyday experiences. Young Children, 66 (4), 47-51. Retrieved from https://

www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf

 

Gillespie, L., & Seibel, N. (2006). Self-regulation: A cornerstone of early childhood development, Young Children, 61(4), 34-39.

 

Kiel, E. J., & Kalomiris, A. E. (2015). Current themes in understanding children’s emotion regulation as developing from with in the parent-child relationship.

Current Opinion in Psychology, 3, 11-16. doi: 10.1016/j.copsyc.2015.01.006

 

Nichols, S. R., Svetlova, M., & Brownell, C. (2010). Toddlers’ understanding of peers’ emotions. Journal of Genetic Psychology, 171(1), 35-53. doi:10.1080/00221320903300346

 

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Thompson, R. A. (1998). Early sociopersonality development. In W. Damon & N. Eisenberg (Eds.). Handbook of child psychology: Vol. 3: Social emotional, and personality development (pp. 25-104). New York, NY: Wiley.

 

Thompson, R. A. (2001). Development in the first years of life. In R. Behrman (Ed.). The future of children: Caring for infants and toddlers (pp. 21-34).

Los Altos, CA: The David and Lucile Packard Foundation.

 

Tanyel, N.E., (2009). Emotional regulation: Developing toddlers’ social competence. Dimensions of Early Childhood, 37, 10-15. Toward common views and vocabulary. (Report No. 95-03). Washington, DC: National Education Goals Panel.

 

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Bodrova, E. & Leong, D. (2008). Developing self regulation in kindergarten – Can we keep all the crickets in the basket?. Beyond the Journal: Young Children on the Web, 1-3. Retrieved from https://www.researchgate.net/profile/Elena_Bodrova/publication/237121551_Developing_Self-ReguIation_ in_ Kindergarten_Can_We_Keep_All_the_Crickets_in_the_Basket/links/552c35f90cf21acb0920c54c.pdf

 

Burchinal, M., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Predicting child outcomes a t the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instruction. Applied Developmental Science, 12(3), 140-153. doi:10.1080/10888690802199418

 

Cole, P. M., Dennis, T. A., Smith-Simon, K. E., & Cohen, L. H. (2009). Preschoolers’ emotion regulation strategy understanding: Relations with emotion socialization and child self-regulation. Social Development, 18(2), 324-352. DOI: 10.1111/j.1467-9507.2008.00503.x

 

Florez, I. R. (2011). Developing young children’s self-regulation through everyday experiences. Young Children, 66 (4), 47-51. Retrieved from https://

www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf

 

Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry: An International Journal for the Advancement of

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Hamre, B., Hatfield, B., Pianta, R., & Faiza, J. (2014). Evidence for general and domain-specific elements of teacher–child interactions: Associations with preschool children’s development. Child Development, 85(3), 1257-1274. doi:10.1111/cdev.12184

 

Hyson, M. C. (2003). Putting early academics in their place. Educational Leadership, 60(7), 20-23.

 

Kiel, E. J., & Kalomiris, A. E. (2015). Current themes in understanding children’s emotion regulation as developing from with in the parent-child relationship.

Current Opinion in Psychology, 3, 11-16.

 

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Standard 2.1.PS

 

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Exploration of the Environment

 

Standard 4.3.IT

 

 

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