Handbook of psychology volume 7 educational psychology

References

327

Jersild, A. T., & Bienstock, S. F. (1934). A study of the development

of children’s ability to sing. Journal of Educational Psychology,

25, 481–503.

Jessup, L. L. (1984). The comparative effects of indirect and direct

music teaching upon the developmental music aptitude and music

achievement of early primary children (Doctoral dissertation,

Temple University, 1984). Dissertation Abstracts International,

45, 1678A.

Kagan, S. L., & Garcia, E. E. (1991). Educating culturally and

linguistically diverse preschoolers: Moving the agenda. Early

Childhood Research Quarterly, 6, 427– 443.

Kandinsky, V. (1912). Über die Formfrage. Der Blaue Reiter, 168, 10.

Keating, D. P. (1991). Curriculum options for the developmentally

advanced: A developmental alternative to gifted education.

Exceptionality Education Canada, 1, 53–84.

Kelly-Byrne, K. (1989). A child’s play life: An ethnographic study.

New York: Teachers College Press.

Keogh, B. K., & Burstein, N. D. (1988). Relationship of tempera-

ment to preschoolers’ interactions with peers and teachers.

Exceptional Children 54(5), 456– 461.

Kim, U., & Choi, S. H. (1994). Individualism, collectivism, and

child development: A Korean perspective. In P. M. Greenfield &

R. R. Cocking (Eds.), Cross-cultural roots of minority child

development (pp. 227–257). Hillsdale, NJ: Erlbaum.

Kindler, A. M. (1996). Myths, habits, research and policy: The four

pillars of early childhood art education. Arts Education Policy

Review, 97(4), 24 –30.

Kindler, A. M. (1997). Directions in primary and intermediate art

education. BCATA Journal for Art Teacher, 37(1), 30 –37.

Kindler, A. M. (1998). Artistic development and art education.

Translations, 7(2), 1– 6.

Kindler, A. M. (1999). “From endpoints to repertoires”: A challenge

to art education. Studies in Art Education, 40(4), 330–349.

Kindler, A. M. (2001). From the u-curve to dragons: Culture and un-

derstanding of artistic development. Visual Arts Research, 26(2),

15–29.

Kindler, A. M., & Darras, B. (1997a). Development of pictorial rep-

resentation: A teleology-based model. Journal of Art and Design

Education, 16(3), 217–222.

Kindler A. M., & Darras, B. (1997b). Map of artistic development.

In A. M. Kindler (Ed.), Child development in art (pp. 17–24).

Reston, VA: NAEA. 

Kindler, A. M., & Darras, B. (1998). Culture and development of

pictorial repertoires. Studies in Art Education, 39(2), 147–166.

Klee, P. (1957). Tagebucher von Paul Klee 1898–1918. Cologne:

Verlag M. DuMont Schauberg.

Koh, J. (2000). Korean immigrant parents’ attitudes and practices

regarding Korean and English development in preschool-aged

children: A comparison of bilingual and English-speaking

programs. Unpublished master’s thesis, University of British

Columbia, Vancouver, British Columbia, Canada. 

Kontos, S., Howes, C., & Galinsky, E. (1996). Does training make a

difference to quality in family child care? Early Childhood

Research Quarterly, 11, 427– 445. 

Korzenik, D. (1995). The changing concept of artistic giftedness. In

C. Golomb (Ed.), The development of artistically gifted children

(pp. 1–30). Hillsdale, NJ: Erlbaum.

LaGrange, A., Clark, D., & Munroe, E. (1995). Culturally sensitive

child care: The Alberta study. Edmonton, Alberta, Canada:

Alberta Association for Young Children.

Lamb, M. E. (2001, March 5). Developmental theory and public

policy: A cross-national perspective. Lecture given as part of

the Green College Distinguished Lecture Series on, “Multiple

lenses, multiple images: Perspectives on the child across time,

space and disciplines.” Vancouver, British Columbia, Canada.

Lamb, M. E. (1998). Nonparental child care: Context, quality, cor-

relates, and consequences. In W. Damon, I. E. Sigel, & K. A.

Renninger (Eds.), Handbook of child psychology: Vol. 4. Child

psychology in practice (pp. 73–133). New York: Wiley.

Lambert, W. E., & Taylor, D. M. (1983). Language in the education

of ethnic minority immigrants. In R. J. Samuda & S. L. Woods

(Eds.), Perspectives in immigrant and minority education

(pp. 267–280). Washington, DC: University Press of America.

Lee, R., & Lehmann, F. (1986). Korean immigrants in British

Columbia. In K. V. Ujimoto & J. Naidoo (Eds.), Asian Canadian

Symposium: Vol. 7. Asian Canadian: Contemporary issues

(pp. 49–68). Winnipeg, Manitoba, Canada: University of Manitoba

Press.

Levinowitz, L. M. (1985). The comparative effects of two types of

song instruction on the development of a sense of tonality in four-

year-old children. Unpublished master’s thesis, Temple Univer-

sity, Philadelphia.

Levinowitz, L. M. (1987). An experimental study of the compara-

tive effects of singing songs with words and without words on

children in kindergarten and first grade (Doctoral dissertation,

Temple University, 1987). Dissertation Abstracts International,

48, 863A.

Littleton, D. (1998). Music learning and child’s play. General Music

Today, 12(1), 8–15.

Louis, B., & Lewis, M. (1992). Parental beliefs about giftedness in

young children and their relation to actual ability level. Gifted

Child Quarterly, 36, 27–31.

Lowenfeld, V., & Brittain, W. L. (1964). Creative and mental

growth (4th ed.). New York: Macmillan. 

Luke, A., Baty, A., & Stehbens, C. (1989). Natural conditions for

language learning: A critique. English in Australia, 89, 36–49.

Luke, A., & Luke, C. (2001). Adolescence lost/childhood regained:

On early intervention and the emergence of the techno-subject.

Journal of Early Childhood Literacy, 1, 91–120.

Luquet, G. H. (1977). Le dessin enfantin. Paris: Delachaux

et Niestle.

Lyon, J. (1996). Becoming bilingual: Language acquisition in a

bilingual community. Clevedon, UK: Multilingual Matters. 

328

Early Childhood Education

Lyon, M., & Canning, P. (1995). The Atlantic Day Care Study.

St John’s, Newfoundland: Memorial University of Newfoundland.

Mace, J. (1998). Playing with time: Mothers and the meaning of

literacy. London: UCL Press.

Malicky, G. V., & Norman, C. A. (1999). Phonological awareness

and reading: An alternative interpretation of the literature from a

clinical perspective. Alberta Journal of Educational Research,

45(1), 18–34.

Mason, J. (1992). Reading stories to preliterate children: A pro-

posed connection to reading. In P. Gough, L. Ehri, & R. Truman

(Eds.), Reading Acquisition (pp. 215–239). Hillsdale, NJ: Erlbaum.

Mason, J., & Kerr, B. (1992). Literacy transfer from parents to

children in the preschool years. In T. Sticht, M. Beeler, & B.

McDonald (Eds.), The intergenerational transfer of cogni-

tive skills: Vol. 2. Theory and research in cognitive science.

Norwood, NJ: ABLEX.

Maziade, M., Caron, C., Cote, R., Boutin, P., & Thivierge, J.  (1990).

Extreme temperament and diagnosis: A study in a psychiatric

sample of consecutive children. Archives of General Psychiatry,

47, 477– 484.

Maziade, M., Cote, R., Bernier, H., Boutin, P., & Thivierge, J.

(1989). Significance of extreme temperament in infancy for clin-

ical status in pre-school years. British Journal of Psychiatry,

154, 544 –551.

McCollum, J. A. (2000). Taking the past along: Reflecting on our

identity as a discipline. Topics in Early Childhood Special

Education, 20(2), 79–86. 

McKim, M. K., Cramer, K. M., Stuart, B., & O’Connor, D. L.

(1999). Infant care decisions and attachment security: The

Canadian “Transition to Child Care” Study. Canadian Journal of

Behavioural Science, 31(2), 92–106. 

Meichenbaum, D., & Biemiller, A. (1998). Nurturing independent

learners. Helping students take charge of their learning.

Cambridge, MA: Brookline Books.

Michaels, S. (1981). “Sharing time”: Children’s narrative styles and

differential access to literacy. Language in Society, 10, 423– 442.

Michelet, A. (1986). Teachers and play. Prospects, 16, 113–122.

Miller, S. M., Fernie, D., & Kantor, K. (1992). Distinctive literacies

in different preschool play contexts. Play and Culture, 5, 107–

119.

Montessori, M. (1965). Dr. Montessori’s own handbook. New York:

Schoken. (Original work published 1914)

Moorhead, G., & Pond, D. (1978). Music of young children. Santa

Barbara, CA: Pillsbury Foundation for the Advancement of

Music Education.

Morelock, M. J. (1996). On the nature of giftedness and talent:

Imposing order on chaos. Roeper Review, 19, 4 –12.

Morgan, M. (1988). Art 4-11: Art in early years of schooling.

Oxford, UK: Basil Blackwell.

Music Educators National Conference. (1986). The school music

program. Descriptions and standards. Reston, VA: Author.

Music Educators National Conference. (1991). Issues in music edu-

cation: An advisory from the Music Educators National Confer-

ence. Reston, VA. Author.

Mustafa, M. (1997). Beyond traditional phonics. Portsmouth,

NH: Heinemann.

National Institute of Child Health and Development, Early Child

Care Network. (1994). Child care and child development: The

NICHD study of early child care. In S. L. Friedman & H. C.

Haywood (Eds.), Developmental follow-up: Concepts, domains,

and methods (pp. 378–396). New York: Academic Press. 

National Institute of Child Health and Development, Early Child Care

Research Network. (1996). Characteristics of infant child care:

Factors contributing to positive caregiving. Early Childhood

Research Quarterly, 11, 269–306.

National Institute of Child Health and Development, Early Child

Care Research Network. (1998). Early child care and self-

control, compliance, and problem behaviors at twenty-four and

thirty-six months. Child Development, 69(4), 1145–1170. 

National Society for the Study of Education. (1929). Preschool and

parental education. Bloomington, IL: Public School.

National Society for the Study of Education. (1939). Intelligence:

Its nature and nurture. Bloomington, IL.: Public School

Company.

Neuman, S. B., & Roskos, K. (1992). Literacy objects as cultural

tools: Effects on children’s literacy behaviours in play. Reading

Research Quarterly, 27, 202–225.

Neuman, S. B., & Roskos, K. (1993). Access to print for children of

poverty: Differential effects of adult mediation and literacy-

enriched play settings on environmental and functional print

tasks. American Educational Research Journal, 30, 95–122.

Newport, E. L., Gleitman, H., & Gleitman, L. R. (1977). Mother, I’d

rather do it myself: Some effects and noneffects of maternal

speech style. In C. E. Snow & C. A. Ferguson (Eds.), Talking

to children: Language input and acquisition (pp. 109–150). New

York: Cambridge University Press.

Odom, S. (2000). Preschool inclusion: What we know and where we

go from here. Topics in Early Childhood Special Education,

20(1), 20 –29.

Palison, H. (1986). Preschool temperament and performance on

achievement tests. Developmental Psychology, 22, 766 –770.

Pariser, D., & van den Berg, A. (1997). The mind of the beholder:

Some provisional doubts about the u-curve aesthetic develop-

ment thesis. Studies in Art Education, 38(3), 158–178.

Parsons, M. J. (1998). Intergrated curriculum and our paradigm

of cognition in the arts. Studies in Art Education, 39(2),

103–116. 

Paul, B., & Jarvis, C. (1992). The effects of native language use in

New York city pre-kindergarten classes. Paper presented at the

1992 Annual meeting of the American Educational Research

Association, San Francisco.

Pellegrini, A. D. (1991). A critique of the concept of at risk as ap-

plied to emergent literacy. Language Arts, 68, 380–385.

References

329

Pellegrini, A. D. (1984). The effect of dramatic play on children’s

generation of cohesive text. Discourse Processes, 7, 57– 67.

Pellegrini, A. D., & Galda, L. (1998). The development of school-

based literacies: A social ecological perspective. New York:

Routledge.

Pellegrini, A. D., Galda, L., Dresden, J., & Cox, S. (1991). A longi-

tudinal study of the predictive relations among symbolic play,

linguistic verbs, and early literacy. Research in the Teaching of

English, 25, 219–235. 

Peller, L. E. (1952). Models of children’s play. Mental Hygiene, 36,

66–83. 

Pestalozzi, H. (1827). Letters on early education. London: Charles

Gilpin.

Pettengill, S. M., & Rohner, R. P. (1985). Korean-American adoles-

cents’ perceptions of parental control, parental acceptance-

rejection and parent-adolescent conflict. In I. R. Lanunes & Y. H.

Poortinga (Eds.), From different perspectives: Studies of behav-

ior across cultures (pp. 241–249). Lisse, The Netherlands: Swets

& Zeitlinger.

Phillips, D. A., & Howes, C. (1987). Indicators of quality child care:

Review of research. In D. A. Phillips (Ed.), Quality in child care:

What does research tell us? Washington, DC: National Associa-

tion of the Education of Young Children. 

Phillips, D. A., McCartney, K., & Scarr, S. (1987). Child-care qual-

ity and children’s social development. Developmental Psychol-

ogy, 23, 537–544.

Phillips, J. R. (1970). Formal characteristics of speech which moth-

ers address to their young children. (Doctoral dissertation, Johns

Hopkins University, 1970). Dissertation Abstracts International,

31, 4369B.

Piaget, J. (1962). Play, dreams, and imitation in childhood. New

York: Norton.

Pond, D. (1981). A composer’s study of young children’s innate mu-

sicality. Bulletin of the Council for Research in Music Education,

68, 1–12.

Porath, M. (1986). Gifted children’s responses to research participa-

tion. Unpublished raw data.

Porath, M. (1992). Stage and structure in the development of chil-

dren with various types of “giftedness.” In R. Case (Ed.), The

mind’s staircase: Exploring the conceptual underpinnings of

children’s thought and knowledge (pp. 303–317). Hillsdale, NJ:

Lawrence Erlbaum.

Porath, M. (1993). Gifted young artists: Developmental and indi-

vidual differences. Roeper Review, 16, 29–33.

Porath, M. (1996). Affective and motivational consideration in the

assessment of gifted learners. Roeper Review, 19, 13–17.

Porath, M. (1996). Narrative performance in verbally gifted chil-

dren. Journal for the Education of the Gifted, 19, 276–292.

Porath, M. (1997). A developmental model of artistic giftedness in

middle childhood. Journal for the Education of the Gifted, 20,

201–223.

Porath, M. (2000). Social giftedness in childhood: A developmental

perspective. In R. C. Friedman & B. M. Shore (Eds.), Talents

unfolding: Cognitive and developmental frameworks (pp. 195–

215). Washington, DC: American Psychological Association.

Porath, M. (2001). Young girls’ social understanding: Emergent

interpersonal expertise. High Ability Studies, 12, 113–126.

Porter, R. P. (1991). Language choice for Latino students. The Pub-

lic Interest, 105, 48– 60.

Pressley, M., El-Dinary, P. B., Marks, M. B., Brown, R., & Stein, S.

(1992). Good strategy instruction is motivating and interesting.

In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of in-

terest in learning and development (pp. 333–358). Hillsdale, NJ:

Erlbaum.

Pressley, M., Wharton-McDonald, R., Allington, R., Block, C. C.,

Morrow, L., Tracy, D., Baker, K., Brooks, G., Cronin, J., Nelson,

E., & Woo, D. (1998). The nature of effective first-grade literacy

instruction. (Research Rep. No. 11007). Albany, NY: University

of New York at Albany, National Research Center on English

Learning & Achievement.

Pressley, M., & Woloshyn, V. (1995). Cognitive strategy instruction

that really improves children’s academic performance (2nd ed.).

Cambridge, MA: Brookline Books.

Prince, C., & Lawrence, L. (1994). School readiness and language

minority students: Implications of the first national education

goal. Washington, DC: NCBE.

Purcell-Gates, V. (1996). Stories, coupons, and the “TV Guide”:

Relationships between home literacy experiences and emer-

gent literacy knowledge. Reading Research Quarterly, 31(4),

406–428.

Rauscher, F. H., Shaw, G. L., Levine, L. J., Wright, E. L., Dennis,

W. R., & Newcomb, R. (1997). Music training causes long-term

enhancement of preschool children’s spatial-temporal reasoning

abilities. Neurological Research,19, 1–8.

Read, C. (1975). Children’s categorization of speech sounds in

English. Urbana, IL: National Council of Teachers of English. 

Reyes, M. de la Luz. (1992). Challenging venerable assumptions:

Literacy instruction for linguistically different students. Harvard

Educational Review, 62, 427– 445.

Robinson, N. M. (1987). The early development of precocity. Gifted

Child Quarterly, 31, 161–164.

Robinson, N. M. (1993). Identifying and nurturing gifted, very

young children. In K. A. Heller, F. J. Monks, & A. H. Passow

(Eds.), Research and development of giftedness and talent

(pp. 507–524). Tarrytown, NY: Pergamon.

Robinson, N. M. (2000). Giftedness in very young children: How

seriously should it be taken? In R. C. Friedman & B. M. Shore

(Eds.), Talents unfolding: Cognition and development (pp. 7–26).

Washington, DC: American Psychological Association.

Robinson, N. M., Abbott, R. D., Berninger, V. W., & Busse, J.

(1996). The structure of abilities in math-precocious young

children: Gender similarities and differences. Journal of Edu-

cational Psychology, 88, 341–352.

330

Early Childhood Education

Robinson, N. M., Abbott, R. D., Berninger, V. W., Busse, J., &

Mukhopadhyay, S. (1997). Developmental changes in

mathematically precocious young children: Longitudinal and

gender effects. Gifted Child Quarterly, 41, 145–158.

Robinson, N. M., & Noble, K. D. (1991). Social-emotional develop-

ment and adjustment of gifted children. In M. G. Wang,

M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special

education: Vol. 4. Research and practice (pp. 23–36). New York:

Pergamon.

Robinson, N. M., & Robinson, H. B. (1982). The optimal

match: Devising the best compromise for the highly gifted stu-

dent. In D. Feldman (Ed.), New directions for child development:

Vol. 17. Developmental approaches to giftedness and creativity

(pp. 79–94). San Francisco: Jossey-Bass.

Rodriguez, J., Diaz, R., Duran, D., & Espinosa, L. (1995). The im-

pact of bilingual preschool education on the language develop-

ment of Spanish-speaking children. Early Childhood Research

Quarterly, 10, 475– 490.

Roskos, K. (1988). Literacy at work in play. The Reading Teacher,

41, 562–566.

Roskos, K., & Neuman, S. B. (1993). A typology of young chil-

dren’s literacy activity in play. Journal of Play Theory and

Research, 1(1), 17–25.

Rutter, M. (1982). Temperament: Concepts, issues and problems. In

R. Porter & G. M. Collins (Eds.), Temperamental differences

in infants and young children, Ciba Foundation Symposium 89

(pp. 1–16). London: Pitman.

Rutter, M. (1994). Temperament: Changing concepts and implica-

tions. In W. B. Carey & S. C. McDevitt (Eds.), Prevention and

early intervention: Individual differences as risk factors for the

mental health of children (pp. 23–34). New York: Brunner/Mazel.

Santa, C., & Hoien, T. (1999). An assessment of early steps: A

program for early intervention of reading problems. Reading

Research Quarterly, 34, 54 –79.

Saracho, O. N., & Spodek, B. (1995). Children’s play and early

childhood education: Insights from history and theory. Journal

of Education, 177(3), 129– 49.

Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of read-

ing to preschoolers. Developmental Review, 14, 245–302.

Scarr, S., Eisenberg, M., & Deater-Deckard, K. (1994). Measure-

ment of quality in child care centers. Early Childhood Research

Quarterly, 9, 131–151.

Schiff-Myers, N. B. (1992). Considering arrested language develop-

ment and language loss in the assessment of second language learn-

ers. Language, Speech, and Hearing Services in Schools, 23, 28–33.

Schmidt, P. R. (1998). Cultural conflict and struggle: Literacy

learning in a kindergarten program. New York: P. Lang. 

Schrader, C. T. (1991). Symbolic play: A source of meaningful

engagements with writing and reading. In J. F. Christie (Ed.),

Play and early literacy development (pp. 189–213). Albany:

State University of New York Press.

Schwartzman, H. B. (1978). Transformations: The anthropology of

children’s play. New York: Plenum.

Schwartzman, H. B. (1991). Imagining play. Play and Culture, 4(3),

214 –222.

Shaw, G. L. (1999). Keeping Mozart in mind. New York: Academic

Press.

Shore, R. (1997). Rethinking the brain: New insights into early

development. New York: Families and Work Institute.

Simons, G. (1986). Early childhood music development: A survey of

selected research. Bulletin of the Council for Research in Music

Education, 86, 36–52.

Siren, U. (1991). Minority language transmission in early child-

hood: Parental intention and language use. Stockholm, Sweden:

Stockholm University Press.

Skutnabb-Kangas, T. (1981). Bilingualism or not: The education of

minorities. Clevedon, UK: Multilingual Matters.

Smith, B. J. (2000). The federal role in early childhood special edu-

cation policy in the next century: The responsibility of the indi-

vidual. Topics in Early Childhood Special Education, 20(1),

7–11.

Smitsman, A. W. (2000). Slumbering talents: Where do they reside?

In C. F. M. van Lieshout & P. G. Heymans (Eds.), Developing

talent across the life span (pp. 17– 40). Hove, UK: Psychology

Press.

Snow, C. E. (1977). Mothers’ speech research: From input to inter-

action. In C. E. Snow & C. A. Ferguson (Eds.), Talking to chil-

dren: Language input and acquisition. New York: Cambridge

University Press. 

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing

reading difficulties in young children. Washington, DC: National

Academy Press. 

Soderman, A. K. (1985, July). Dealing with difficult young children:

Strategies for teachers and parents. Young Children, 41, 15–20.

Soto, L. D. (1993). Native language for school success. Bilingual

Research Journal, 17, 83–97.

Soto, L. D. (1997). Language, culture, and power: Bilingual fami-

lies and the struggle for quality education. New York: SUNY

Press.

Southern, W. T., & Jones, E. D. (1991). The academic acceleration

of gifted children. New York: Teachers College Press.

Stanovich, K. E. (1986). Matthew effects in reading: Some conse-

quences of individual differences in the acquisition of literacy.

Reading Research Quarterly, 21, 360 – 406.

Stansbury, K., & Harris, M. L. (2000). Individual differences in

stress reactions during a peer entry episode: Effects of age,

temperament, approach behavior, and self-perceived peer com-

petence. Journal of Experimental Child Psychology, 76(1),

50 – 63. 

Stark, R. E. (1977). Features of infant sounds: The emergence of

cooing. Journal of Child Language, 5, 379–390.