References for The Head Start Leaders Guide to Positive Child Outcomes

Background literature and scientifically based research support the concepts and child development principles incorporated in the Head Start Child Outcomes Framework and the Head Start Leaders Guide. Educational leaders can access additional resources that are helpful as they explore and apply the benefits of the Head Start Child Outcomes Framework. Further study is promoted through this listing of current literature.

Adams, M.J. 1990. Beginning to read. Cambridge, MA: MIT Press.

Administration on Children, Youth and Families (ACYF). 2001. Head Start FACES: Longitudinal findings on program performance (third progress report). Washington, D.C.: U.S. Department of Health and Human Services.

Arts Education Partnership. 2000. Position paper for task force on children’s learning and the arts: Birth to age 8. Washington, D.C.: Council of Chief State School Officers.

Barclay, K, & C. Benelli. Opening the world of literacy with infants and toddlers. Research Highlights. Dimensions of Early Childhood 25(4): 9-16.

Barclay, C. Benelli, & A. Curtis. 1995. Literacy begins at birth: What caregivers can learn from parents of children who read early. Young Children 50(4): 24-28.

Bowman, B.T., M.S. Donovan, & M.S. Burns, eds. 2001. Eager to learn: Educating our preschoolers. Washington, D.C.: National Academy Press.

Bredekamp, S., & C. Copple. 1997. Developmentally appropriate practice in early childhood programs. Rev. ed. Washington, D.C.: National Association for the Education of Young Children.

Bredekamp, S., & T. Rosegrant, eds. 1992. Reaching potentials: Appropriate curriculum and assessment for young children. Vol. 2. Washington, D.C.: National Association for the Education of Young Children.

Brown, V. & S. Pleydell. 1999. The dramatic difference: Drama in the preschool and kindergarten classroom. Portsmouth, N.H.: Heinemann.

Center for Improving the Readiness of Children for Learning and Education (C.I.R.C.L.E.). 2002. National Head Start S.T.E.P. trainer's manual. Washington, D.C.: U. S. Department of Health and Human Services.

Chard, D.J. & S.V. Dickson. 1999. Phonological awareness: Instructional and assessment guidelines. Intervention in School and Clinic 34 (5): 261-270.

The Child Mental Health Foundations and Agencies Network (FAN). 2000. A good beginning: Sending America's children to school with social and emotional competence they need to succeed. Bethesda, MD: National Institute of Mental Health.

Clay, M. 1985. The early detection of reading difficulties. Third ed. Portsmouth, NH: Heinemann.

Clements, D.H., J. Sarama, & A.M. DiBiase, eds. 2002. Engaging young children in mathematics: Findings of the 2000 national conference on standards for preschool and kindergarten mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Copley, J.V. 2000. The young child and mathematics. Washington, D.C.: National Association for the Education of Young Children.

Council for Exceptional Children. 2002.

Cummins, J. 1979. Linguistic interdependence and the educational development of bilingual children. Review of Educational Research 49 (2): 222-251.

Davidson, J. 1996. Emergent literacy and dramatic play in early education. Albany, NY: Delmar.

Dickinson, D., & M.W. Smith. 1993. Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly 29 (2): 104-122.

Dickinson, D., & P. Tabors. 2001. Beginning literacy with language: Young children learning at home and school. Baltimore, MD: Brookes Publishing Co.

Dodge, D.T., L.J. Colker, & C. Heroman. 2000. Connecting content, teaching, and learning. Washington, D.C.: Teaching Strategies, Inc.

Dweck, C.S. 1999. Self-theories: Their role in motivation, personality and development. Philadelphia: Psychology Press.

Erikson, E. 1963. Childhood and society. New York: Norton.

Gallahue, D.L. & J.C. Ozman. 1995. Understanding motor development. Dubuque, IA: Wm. C. Brown & Benchmark.

Greenes, C. 1999. Ready to learn: Developing young children’s mathematical powers. In Mathematics in the early years, ed. J. Copley, 39-47. Reston, VA: National Council of Teachers of Mathematics. Washington, D.C.: National Association for the Education of Young Children.

Guralnik, M. J. 1990. Social competence and early intervention. Journal of Early Intervention 14 (1): 3-14.

Hall, E., & N. Skinner. 1980. Somewhere to turn: Strategies for parents of the gifted and talented. New York: Teachers College Press.

Hannaford, C. 1995. Smart moves: Why learning is not all in your head. Arlington, VA: Great Ocean Publishers.

Harrison, C. 1995. Giftedness in early childhood. Sydney: KU Children's Services.

Hart, B. & T. Risley. 1995. Meaningful differences in everyday experiences of young American children. Baltimore, MD: Paul H. Brookes Publishing Co.

Hemmeter, M.L., G. Joseph, B. Smith, & S. Sandall. 2001. Recommended practices program assessment: Improving practices for young children with special needs and their families. Longmont, CO: Sopris West.

Isenberg, J.P., & M.R. Jalongo 1997. Creative expression and play in the early childhood curriculum. Upper Saddle River, NJ: Merrill.

Kaiser, B., & J. Rasminsky. 1999. Meeting the challenge: Effective strategies for challenging behavior in early childhood environments. Washington, D.C.: National Association for the Education of Young Children.

Karweit, N., & B. Wasik. 1996. The effects of story reading programs on literacy and language development of disadvantaged pre-schoolers. Journal of Education for Students Placed At-Risk 4: 319-48.

Katz, L. & D. McClellan. 1997. Fostering children's social competence: The teacher's role. Washington, D.C.: National Association for the Education of Young Children.

Kilpatrick, J., J. Swafford, & B. Findell, eds. 2001. Adding it up: Helping children learn mathematics. Washington, D.C.: National Academy Press.

Koralek, D. 1994. Responding to children under stress: A skill-based training guide for classroom teams. Washington, D.C.: Head Start Bureau.

Milner-Davis, J. 1996. The gifted child in the family: Responding to the early childhood years. Talk given at the NSWAGTC 1996 Annual Meeting, Sydney.

Morrow, L. 1988. Young children's responses to one-to-one readings in school settings. Reading Research Quarterly 23: 89-107.

Morrow, L. 1990. Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly 5: 537-54.

National Association for the Education of Young Children (NAEYC) and National Council of Teachers of Mathematics (NCTM). 2002. Early childhood math: Promoting good beginnings. A joint position statement. Washington, D.C.: Author.

National Association for Sports and Physical Education (NASPE). 2002. Active start: Physical activity for children birth to 5 years. A position statement and guidelines of the National Association for Sport and Physical Education (NASPE). Reston, VA: Author.

National Council of Teachers of Mathematics (NCTM). 2000. Principles and standards for school mathematics. Reston, VA: Author.

National Research Council. 1996. National Science Education Standards. Washington, D.C.: National Academy Press.

Neuman, S. 1997. Getting books in children's hands: The great book flood of 1996. Final report. Philadelphia, PA: The William Penn Foundation.

Neuman, S., & K. Roskos. 1992. Literacy objects as cultural tools: Effects on children's literacy behaviors in play. Reading Research Quarterly 27: 202-225.

Neuman, S., & K. Roskos. 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.

Neuman, S., C. Copple, & S. Bredekamp. 2000. Learning to read and write: Developmentally appropriate practices for young children. Washington, D.C.: National Association for the Education of Young Children.

Odom, S.L. 2001. Widening the circle. New York: Teachers College Press.

Quartermaine, A, ed. 1997, 2001. Exceptionally able children. Revised Edition. Education Department of Washington, East Perth.

Pica R. 1997. Beyond physical development: Why young children need to move. Young Children 52 (6): 4-11.

Poest, C., J. Williams, D. Witt, & M. E. Atwood. 1990. Challenge me to move: Large muscle development in young children. Young Children 45 (5): 4-10.

Riley, J. 1996. The teaching of reading. London: Paul Chapman.

Roeper, A. 1977. Parent-Connection. Bloomfield Hills, MI.

Sandall, S., I. Schwartz, & G. Joseph. 2001. A building blocks model for effective instruction in inclusive early childhood settings. Young Exceptional Children 4: #3.

Sandall, S., I. Schwartz, G. Joseph, H-Y. Chou, E. Horn, J. Lieber, S.L. Odom, & R. Wolery. 2002. Building blocks for teaching preschoolers with special needs. Baltimore, MD: Paul H. Brookes Publishing Co.

Shonkoff, J.P., & D.A. Phillips, eds. 2000. From neurons to neighborhoods: The science of early childhood development. Washington, D.C.: National Academy Press.

Smilansky, S., & L. Sheftaya. 1990. Facilitating play: A medium for promoting cognitive, socioemotional, and academic development in young children. Gaithersburg, MD: Psycho-social & Educational Publications.

Smutney, J., S. Walker, & E. Meckstroth. 1997. Teaching young gifted children in the regular classroom: Identifying, nurturing, and challenging ages 4-9. Minneapolis: Free Spirit Publishing, Inc.

Snow, C.E., M.S. Burns, & P. Griffin, eds. 1998. Preventing reading difficulties in young children. Washington, D.C.: The National Academies Press.

Tabors, P. 1997. One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore, MD: Paul H. Brookes Publishing Co.

Vukelich, C. 1994. Effects of play interventions on young children's reading of environmental print. Early Childhood Research Quarterly 9: 153-70.

Vygotsky, L. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Weitzman, E. 1992. Learning language and loving it: A guide to promoting children’s social and language development in early childhood settings. Toronto, CA: The Hanen Centre.

Werner, P., S. Timms, & L. Almond. 1996. Health stops: Practical ideas for health-related exercise in preschool and primary classrooms. Young Children 51 (6): 48-55.

West, J., K. Denton, & E. Germino-Hausken. 2000. America's kindergartners: Findings from the early childhood longitudinal study, kindergarten class of 1998-99, fall 1998. Washington, D.C.: U.S. Department of Education, National Center for Education Statistics.

Whitehurst, G.J., & C.J. Lonigan. 1998. Child development and emergent literacy. Child Development 69 (3): 848-72.

Whitehurst, G.J., D.H. Arnold, J.N. Epstein, A.L. Angell, M. Smith, & J.E. Fischel. 1994. A picture book reading intervention in daycare and homecare for children from low-income families. Developmental Psychology 30: 679-689.

Whitmore, J.R. 1979. The etiology of underachievement in highly gifted young children. Journal for the Education of the Gifted. 3 (1), 38-51.

Wolery, M., & J. Wilbers, eds. 1994. Including children with special needs in preschool programs: Results and implications for practice. Washington, D.C.: National Association for the Education of Young Children.Wolery, R.A., & S.L. Odom. 2000. Administrator’s guide to preschool inclusion. University of North Carolina: Early Childhood Research Institute on Inclusion.

Wong Filmore, L. 1991. When learning a second language means losing the first. Early Childhood Research Quarterly 6 (3): 323-47.

Yopp, H.K. 2001. HeadsUp! Reading video presentation, Learning the code: Phonological awareness. November 29, 2001. Alexandria, VA: National Head Start Association.

Yopp, H.K. & R.H. Yopp. 2000. Supporting phonemic awareness development in the classroom. The Reading Teacher 54 (2): 130-143.

References for The Head Start Leaders Guide to Positive Child Outcomes. Head Start Leaders Guide to Positive Child Outcomes. HHS/ACF/ACYF/HSB. 2003. English.

Last Reviewed: April 2011

Last Updated: September 5, 2014