Skip to main content

EDUC 7851 Global Perspectives on Development and Learning: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

EDUC 7851 Required Course Readings


The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.

Please enter your myWalden user name and password at the prompt.

Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63(7), 602–614.

Azzi-Lessing, L. (2010). Meeting the mental health needs of poor and vulnerable children in early care and education programs. Early Childhood Research & Practice, 12(1).

Bailie, P. E. (2010). From the one-hour field trip to a nature preschool. YC: Young Children, 65(4), 76–82.

Binder, M., & Kotsopoulos, S. (2011). Multimodal literacy narratives: Weaving the threads of young children's identity through the arts. Journal of Research In Childhood Education, 25(4), 339–363.

Britto, P. R., & Ulkuer, N. (2012). Child development in developing countries: Child rights and policy implications. Child Development, 83(1), 92–103.

Brown, E. D., & Sax, K. L. (In press). Arts enrichment and preschool emotions for low-income children at risk. Early Childhood Research Quarterly.

Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25(2), 140–165.

Cannella, G. S. (2005). Reconceptualizing the field (of early care and education): If “Western” child development is a problem, then what do we do? In N. Yelland (Ed.), Critical Issues in Early Childhood Education (pp. 17–39). New York, NY: Open University Press. Click on Part 1 to access this chapter.

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.

Cowan, P. A., & Cowan, C. P. (2007). Attachment theory: Seven unresolved issues and questions for future research. Research in Human Development, 4(3–4), 181–201.

Daily, S., Burkhauser, M., & Halle, T. (2011). School readiness practices in the United States. National Civic Review, 100(4), 21–24.

De Groot Kim, S. (2010). There’s Elly, it must be Tuesday: Discontinuity in child care programs and its impact on the development of peer relationships in young children. Early Childhood Education Journal, 38(2), 153–164.

Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children's outdoor play. Australian Journal of Outdoor Education, 15(2), 24–35.

Fleer, M. (2011). Kindergartens in cognitive times: Imagination as a dialectical relation between play and learning. International Journal of Early Childhood, 43(3), 245–259.

French, R. (2010). The best of times, the worst of times: Rising standards and declining staff qualifications in early childhood education. Young Children, 65(2), 62–66.

Harcourt, D., & Mazzoni, V. (2012). Standpoints on quality: Listening to children in Verona, Italy. Australasian Journal Of Early Childhood, 37(2), 19–26.

Hardin, B. J., & Hung, H.–F. (2011). A cross-cultural comparison of services for young children with disabilities using the ACEI Global Guidelines Assessment (GGA). Early Childhood Education Journal, 39(2), 103–114.

Hedge, A. V., & Cassidy, D. J. (2009). Teachers’ beliefs and practices regarding developmentally appropriate practices: a study conducted in India. Early Child Development and Care, 179(7), 837–847.

Hujala, E., Fonsen, E., & Elo, J. (2012). Evaluating the quality of the child care in Finland. Early Child Development and Care, 182(3–4), 299–314.

Jeon, H. J., Langill, C. C., Peterson, C. A., Luze, G. J., Carta, J. J., & Atwater, J. B. (2010). Children's individual experiences in early care and education: Relations with overall classroom quality and children's school readiness. Early Education And Development, 21(6), 912–939.

Lansford, J. E., & Deater-Deckard, K. (2012). Childrearing discipline and violence in developing countries. Child Development, 83(1), 62–75.

Lasser, J., & Fite, K. (2011). Universal preschool’s promise: Success in early childhood and beyond. Early Childhood Education Journal, 39(3), 169–173.

Levine, L. E., & Conway, J. M. (2010). Self-other awareness and peer relationships in toddlers: Gender comparisons. Infant and Child Development, 19(5), 455–464.

Marfo, K., Pence, A., LeVine, R. A., & LeVine, S. (2011). Strengthening Africa’s contributions to child development research: Introduction. Child Development Perspectives, 5(2), 104–111.

Mathieson, K., & Banerjee, R. (2010). Pre-school peer play: The beginnings of social competence. Educational and Child Psychology, 27(1), 9–20.

McLennan, D. M. P. (2010). Process or product? The argument for aesthetic exploration in the early years. Early Childhood Education Journal, 38(2), 81–85.

Mecham, N. A. (2010). Denmark's Boernehavens: A place to grow. Young Children, 65(6), 38–40.

Newland, L. A., & Coyl, D. D. (2010). Fathers’ role as attachment figures: An interview with Sir Richard Bowlby. Early Child Development and Care, 180(1–2), 25-32.

Powledge, T. M. (2011). Behavioral epigenetics: How nurture shapes nature. Bioscience, 61(8), 588–592.

Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP's impact on low-income preschoolers' pre-academic skills: Self-regulation as a mediating mechanism. Child Development, 82(1), 362–378.

Rentzou, K. (2012). Quality of care and education provided by Greek day-care centres: An approach from researcher’s and early childhood educators’ perspective. Early Child Development and Care, 182(10), 1335–1348.

Rofrano, F. J. (2010). Affirming the value of the child: A spiritual curriculum for infant/toddler education. Encounter: Education for Meaning and Social Justice, 23(2), 39–44.

Rushton, S., Juola-Rushton, A., & Larkin, E. (2010). Neuroscience, play and early childhood education: Connections, implications and assessment. Early Childhood Education Journal, 37(5), 351–361.

Sajaniemi, N., Suhonen, E., Kontu, E., Rantanen, P., Lindholm, H., Hyttinen, S., & Hirvonen, A. (2011). Children's cortisol patterns and the quality of the early learning environment. European Early Childhood Education Research Journal, 19(1), 45–62.

Sakellariou, M., & Rentzou, K. (2012). Comparing beliefs about and practices of developmentally appropriate practices among Greek and Cypriot pre-service kindergarten teachers. Early Child Development and Care, 182(10), 1309–1324.

Sarama, J. Lange, A. A., Clements, D. H., & Wolfe, C. B. (2012). The impacts of an early mathematics curriculum on oral language and literacy. Early Childhood Research Quarterly, 27(3), 489–502.

Shonkoff, J. P., & Bales, S. N. (2011). Science does not speak for itself: Translating child development research for the public and its policymakers. Child Development, 82(1), 17–32.

Souto-Manning, M., & Mitchell, C. H. (2010). The role of action research in fostering culturally-responsive practices in a preschool classroom. Early Childhood Education Journal, 37(4), 269–277.

Twardosz, S. (2012). Effects of experience on the brain: The role of neuroscience in early development and education. Early Education & Development, 23(1), 96–119.

Wakschlag, L. S., Leventhal, B. L., Pine, D. S., Pickett, K. E., & Carter, A. S. (2006). Elucidating early mechanisms of developmental psychopathology: The case of prenatal smoking and disruptive behavior. Child Development, 77(4), 893–906.

Waller, T., Sandseter, E. B. H., Wyver, S., Arlemalm-Hagser, E., & Maynard, T. (2010). The dynamics of early childhood spaces: Opportunities for outdoor play? European Early Childhood Education Research Journal, 18(4), 437–443.

Welsch, D. M., & Zimmer, D. M. (2010). The effect of health and poverty on early childhood cognitive development. Atlantic Economic Journal, 38(1), 37–49.

Wirth, S., & Rosenow, N. (2012). Supporting whole-child learning in nature-filled outdoor classrooms. YC: Young Children, 67(1), 42–48.

Wong, M. N. C., Wang, X. C., & Li, H. (2010). Accountability and quality in early childhood education: Perspectives from Asia. Early Education and Development, 21(2), 163–166.

Yu, S., Ostrosky, M. M., & Fowler, S. A. (2011). Children's friendship development: A comparative study. Early Childhood Research & Practice, 13(1).

Zilcha-Mano, S., Mikulincer, M., & Shaver, P. R. (2011). Pet in the therapy room: An attachment perspective on animal-assisted therapy. Attachment & Human Development, 13(6), 541–561.

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

If you have questions about your required course textbooks, please contact Customer Care at