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Albon, D. (2011). Postmodern and poststructuralist perspectives on early childhood education. In L. Miller & L. Pound (Eds.). Theories and approaches to learning in the early years (pp. 38-52). London, UK: Sage._x000D_
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Albrecht, K., Fiechtner, J., & Forrester, M. (2016). Emotional and social development during the early childhood years – helping teachers support strong emotional foundations and successful social relationships. He Kupu, 4(4), 24–38_x000D_
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Baker, N., & Rodia, J. (2016). Music instruction impacts cognitive development. Principal, 96(1), 6-7._x000D_
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Berk, L. E. (2013). Mid-twentieth century theories, Recent theoretical perspectives & Comparing child development theories. In Child Development (pp.14-32). Boston, MA: Pearson._x000D_
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Boulton-Lewis, G., Brownlee, J., Walker, S., Cobb-Moore, C., & Johansson, E. (2011). Moral and social development: Teachers’ knowledge of children’s learning and teaching strategies in the Early Years. Australasian Journal of Early childhood, 36(4), 6-14_x000D_
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Bruce, T., Meggitt, C., & Grenier, J. (2010). Child care & education (5th ed., pp. 124-139). London, UK: Hodder Education._x000D_
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Copple, C. (2012). Growing minds (pp. 5-12). Washington, DC: NAEYC._x000D_
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Diamond, A., & Whitington, V. (2015). Studying early brain development: Educators’ reports about their learning and its applications to early childhood policies and practices. Australasian Journal of Early Childhood, 40(3), 11-19._x000D_
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Drewery, W., & Bird, L. (2004). Human development in Aotearoa: A journey through life (2nd ed., pp. 27-47). McGrawâ€Hill: Australia._x000D_
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McConnaughy, S. (2018, January/February). Neuroscience offers answers – and new questions – on attachment. Exchange, (239), 46-50._x000D_
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McLaughlin, T., Aspden, K., & McLachlan, C. (2015). How do teachers build strong relationships? A study of teaching practices to support child learning and social-emotional competence. Early Childhood Folio, 19(1), 31–38._x000D_
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Palaiologou, I. (2008). Childhood observation (pp. 40-43). London, UK: Learning Matters._x000D_
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Simon, F., Nemeth, K., & McManis, D. (2013, September/October). Technology in ECE classrooms: Results of a new survey and implications for the field. Exchange (213), 68-75._x000D_
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Sharapan, H. (2015). Technology as a tool for social-emotional development: What we can learn from Fred Rogers’ approach. In C. Donohue (Ed.), Technology and digital media in the early years: Tools for teaching and learning (pp. 12-20). New York, NY: Routledge._x000D_
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Trandafir, L.M., Anton-Paduraru, D.T., Miron, I., & Indrei, L. L. (2015). Psychosocial implications of childhood obesity. Revista de Cercetare si Interventie Sociala, 49, 205-215._x000D_
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Wilson, R., & Schein, D. (2017, March/April). Supporting the spiritual development of young children. Exchange, (239), 26-29._x000D_
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Winer, A., & Thompson, R. (2013). How poverty and depression impact a child’s social and emotional competence._x000D_
Retrieved from http://poverty.ucdavis.edu/policy-brief/how-poverty-and-depression-impact-childs-social-and-emotional-competence