The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Aina, O. E., & Cameron, P. A. (2011). Why does gender matter? Counteracting stereotypes with young children. Dimensions of Early Childhood, 39(3), 11–20.
Alisic, E. (2012). Teachers' perspectives on providing support to children after trauma: A qualitative study. School Psychology Quarterly, 27(1), 51–59.
Baker, C. E., Cameron, C. E., Rimm-Kaufman, S. E. & Grissmer, D. (2012). Family and sociodemographic predictors of school readiness among African American boys in kindergarten. Early Education & Development, 23(6), 833–854.
Barreto, S., & Adams, S. K. (2011). Digital technology and youth: A developmental approach. Brown University Child & Adolescent Behavior Letter, 27(6), 1–6.
Berger, R., & Lahad, M. (2010). A safe place: Ways in which nature, play and creativity can help children cope with stress and crisis—establishing the kindergarten as a safe haven where children can develop resiliency. Early Child Development and Care, 180(7), 889–900.
Bernardon, S., & Pernice-Duca, F. (2010). A family systems perspective to recovery from posttraumatic stress in children. The Family Journal: Counseling and Therapy for Couples and Families, 18(4), 349–357.
Blaise, M., & Taylor, A. (2012). Using queer theory to rethink gender equity in early childhood education. Young Children, 67(1), 88–96.
Boutte, G., Lopez-Robertson, J., & Powers-Costello, E. (2011). Moving beyond colorblindness in early childhood classrooms. Early Childhood Education Journal, 39(5), 335–342.
Brookes, F., & Kelly, P. (2009). Dolly girls: Tweenies as artefacts of consumption. Journal of Youth Studies, 12(6), 599–613.
Brown, E. D., & Ackerman, B. P. (2011). Contextual risk, maternal negative emotionality, and the negative emotion dysregulation of Preschool children from economically disadvantaged families. Early Education & Development, 22(6), 931–944.
Brown, J. R., Knoche, L. L., Edwards, C. P., & Sheridan, S. M. (2009). Professional development to support parent engagement: A case study of early childhood practitioners. Early Education and Development, 20(3), 482–506.
Burt, T., Gelnaw, A., & Lesser, L. (2010). Creating welcoming and inclusive environments for lesbian, gay, bisexual, and transgender (LGBT) families in early childhood settings. Young Children, 65(1), 97–102.
Chen, C., McComas, J. J., Hartman, E., & Symons, F. J. (2011). A prospective sequential analysis of the relation between physical aggression and peer rejection acts in a high-risk Preschool sample. Early Education & Development, 22(4), 574–592.
Chen, D. W., Nimmo, J., & Fraser, H. (2009). Becoming a culturally responsive early childhood educator: A tool to support reflection by teachers embarking on the anti-bias journey. Multicultural Perspectives, 11(2), 101–106.
Chen, J. J., Chen, T., & Zheng, X. X.(2012). Parenting styles and practices among Chinese immigrant mothers with young children. Early Child Development and Care, 182(1), 1–21.
Copeland, W. E., Keeler, G., Angold, A., & Costello, J. (2010). Posttraumatic stress without trauma in children. The American Journal of Psychiatry, 167(9), 1059–1065.
Courage, M. L., & Setliff, A. E. (2009). Debating the impact of television and video material on very young children: Attention, learning, and the developing brain. Child Development Perspectives, 3(1), 72–78.
Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75–98.
Daire, A. P., & Glover, M. M. (2010). Integrating technology for distance parenting coordination: Best practices and ethical considerations. Journal of Child Custody: Research, Issues, And Practices, 7(1), 32–44.
Doucet, M. (2010) Generational trauma, attachment, and spiritual/religious interventions. Journal of Loss and Trauma. 15(2), 93–105.
Drugli, M. B., & Undheim, A. M. (2012). Relationships between young children in full-time day care and their caregivers: A qualitative study of parental and caregiver perspectives. Early Child Development and Care, 182(9), 1155–1165.
Duke, T., & McCarthy, K. W. (2009). Homophobia, sexism, and early childhood education: A review of the literature. Journal of Early Childhood Teacher Education, 30(4), 385-403.
Dunst, C.J., & Trivette, C. M. (2009). Capacity building family systems intervention practices. Journal of Family Social Work, 12(2), 119–143.
Edwards, A. P., & Graham, E. E. (2009). The relationship between individuals' definitions of family and implicit personal theories of communication. Journal of Family Communication, 9(4), 191–208.
Fedewa, A. L., & Clark, T. P. (2009). Parent practices and home-school partnerships: A differential effect for children with same-sex coupled parents? Journal of GLBT Family Studies, 5(4), 312–339.
Garro, A., Brandwein, D., Calafiore, T., & Rittenhouse, N. (2011). Understanding and addressing early childhood trauma. Communique, 40(3), 1.
Gartrell, D. (2012). "Goodest" guidance: Teachers and families together. Young Children, 67(3), 66–68.
Graf, A., Schiestl, C., & Landolt, M. A. (2011). Posttraumatic stress and behavior problems in infants and toddlers with burns. Journal of Pediatric Psychology, 36(8), 923–931.
Grogan, K. E. (2012). Parents' choice of pre-kindergarten: The interaction of parent, child and contextual factors. Early Child Development and Care, 182(10), 1265–1287.
Guajardo, N. R., Snyder, G., & Petersen, R. (2009). Relationships among parenting practices, parental stress, child behaviour, and children's social-cognitive development. Infant and Child Development, 18(1), 37–60.
Haak, J., Downer, J., & Reeve, R. (2012). Home literacy exposure and early language and literacy skills in children who struggle with behavior and attention problems. Early Education & Development, 23(5), 728–747.
Halgunseth, L. (2009). Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. Young Children, 64(5), 56–58.
Hedges, H., & Cullen, J. (2012). Participatory learning theories: A framework for early childhood pedagogy. Early Child Development and Care, 182(7), 921–940.
Herbers, J. E., Cutuli, J. J., Lafavor, T. L., Vrieze, D., Leibel, C., Obradović, J., & Masten, A. S. (2011). Direct and indirect effects of parenting on the academic functioning of young homeless children. Early Education & Development, 22(1), 77–104.
Herman, J. (2012). Creating balance in the new age of technology. Montessori Life: A Publication of the American Montessori Society, 24(3), 36–43.
Jabaley, J., Lutzker, J., Whitaker, D., & Self-Brown, S. (2011). Using iPhones to enhance and reduce face-to-face home safety sessions within SafeCare®: An evidence-based child maltreatment prevention program. Journal of Family Violence, 26(5), 377–385.
Johnson, G. (2010). Internet use and child development: Validation of the ecological techno-subsystem. Educational Technology & Society, 13(1), 176–185.
Johnson, N., Frenn, M., Feetham, S., Simpson, P. (2011). Autism spectrum disorder: Parenting stress, family functioning, and health-related quality of life. Families, Systems & Health: The Journal of Collaborative Family HealthCare, 29(3), 232–252.
Johnson, U. Y., Martinez-Cantu, M., Jacobson, A. L., & Weir, C. (2012). The home instruction for parents of Preschool youngsters program's relationship with mother and school outcomes. Early Education & Development, 23(5), 713–727.
Kaufman, E. A., & Wiese, D. L. (2012). Skin-tone preferences and self-representation in Hispanic children. Early Child Development and Care, 182(2), 277–290.
Kersey, K. C., & Masterson, M. L. (2009). Teachers connecting with families—In the best interest of children. YC: Young Children, 64(5), 34–38.
Kopala-Sibley, D.C., Zuroff, D. C., & Koestner, R. (2012). The determinants of negative maternal parenting behaviours: Maternal, child, and paternal characteristics and their interaction. Early Child Development and Care, 182(6), 683–700.
Kwon, K., & Elicker, J. G. (2012). The role of mothers' and fathers' parental control and co-parenting in toddlers' compliance. Early Education & Development, 23(5), 748–765.
Lee, S. (2010). Reflect on your history: An early childhood education teacher examines her biases. Multicultural Education, 17(4), 25–30.
Leidy, M., Guerra, N., & Toro, R. (2010). Positive parenting, family cohesion, and child social competence among immigrant Latino families. Journal of Family Psychology, 24(3), 252–260.
Mansson, A. (2011). Becoming a preschool child: Subjectification in toddlers during their introduction to Preschool, from a gender perspective. International Journal of Early Childhood, 43(1), 7–22.
Margolin, G., & Vickerman, K. A. (2011). Posttraumatic stress in children and adolescents exposed to family violence: I. Overview and issues. Couple and Family Psychology: Research and Practice, 1(S), 63–73.
Martin, A., Razza, R. A., & Brooks-Gunn, J. (2012). Specifying the links between household chaos and preschool children's development. Early Child Development and Care, 182(10), 1247–1263.
McFarland-Piazza, L., & Saunders, R. (2012). Hands-on parent support in positive guidance: Early childhood professionals as mentors. Australasian Journal of Early Childhood, 37(1), 65–73.
McFarland-Piazza, L., Hazen, N., Jacobvitz, D., & Boyd-Soisson, E. (2012). The development of father–child attachment: Associations between adult attachment representations, recollections of childhood experiences and caregiving. Early Child Development and Care, 182(6), 701–721.
Mitchell, S., Foulger, T. S., & Wetzel, K. (2009). Ten tips for involving families through internet-based communication. YC: Young Children, 64(5), 46–49.
Morrison, J. W., Storey, P., & Chenyi, Z. (2011). Accessible family involvement in early childhood programs. Dimensions of Early Childhood, 39(3), 21–26.
Murphy, S. M., Zweifach, J., & Hoffman, L. (2012). The everyday concerns of mothers of young children and the motivation to seek ongoing parenting support from experts. Early Child Development and Care, 182(9), 1125–1137.
Myhra, L. L. (2011). "It runs in the family": Intergenerational transmission of historical trauma among urban American Indians and Alaska natives in culturally specific sobriety maintenance programs. American Indian and Alaska Native Mental Health Research: The Journal of the National Center, 18(2), 17–40.
Olson, H., Oti, R., Gelo, J., & Beck, S. (2009). "Family Matters:" Fetal alcohol spectrum disorders and the family. Developmental Disabilities Research Reviews, 15(3), 235–249.
Overstreet, S., & Mathews, T. (2011). Challenges associated with exposure to chronic trauma: Using a public health framework to foster resilient outcomes among youth. Psychology in the Schools, 48(7), 738–754.
Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37(5), 335–343.
Pawlina, S., & Stanford, C. (2011). Shifting mindsets for greater resiliency and better problem solving. Young Children 66(5), 30–35.
Perlman, M., & Fletcher, B. A. (2012). Hellos and how are yous: Predictors and correlates of communication between staff and families during morning drop-off in child care centers. Early Education & Development, 23(4), 539–557.
Pizzolongo, P. J., & Hunter, A. (2011). I am safe and secure: Promoting resilience in young children. Young Children 66(2), 67–69.
Plowman, L. L., Stevenson, O. O., McPake, J. J., Stephen, C. C., & Adey, C. C. (2011). Parents, pre-schoolers and learning with technology at home: Some implications for policy. Journal of Computer Assisted Learning, 27(4), 361–371. Not available in the library.
Plowman, L., McPake, J., & Stephen, C. (2010). The technologisation of childhood? Young children and technology in the home. Children & Society, 24(1), 63–74.
Recchia, S. L., & Dvorakova, K. (2012). How three young toddlers transition from an infant to a toddler child care classroom: Exploring the influence of peer relationships, teacher expectations, and changing social contexts. Early Education & Development, 23(2), 181–201.
Richert, R. A., Robb, M. B., & Smith, E. I. (2011). Media as social partners: The social nature of young children’s learning from screen media. Child Development, 82(1), 82–95.
Riggs, S. A., & Riggs, D. S. (2011). Risk and resilience in military families experiencing deployment: The role of the family attachment network. Journal of Family Psychology, 25(5), 675–687.
Ryan, E. L. (2010). Dora the explorer: Empowering preschoolers, girls, and Latinas. Journal of Broadcasting & Electronic Media, 54(1), 54–68.
Sanchez, C., Walsh, B. A., & Rose, K. (2011). DVD Newsletters: New ways to encourage communication with families. Dimensions of Early Childhood, 39(2), 20–26.
Seçer, Z., Ogelman, H. G., & Önder, A. (2013). The analysis of the relationship between fathers’ parenting self-efficacy and the peer relations of preschool children. Early Child Development and Care, 183(1), 63–74.
Shifflet, R., Toledo, C., & Mattoon, C. (2012) Touch tablet surprises: A preschool teacher’s story. Young Children, 67(3), 36–41.
Shockley, K., & Banks, J. (2011). Perceptions of teacher transformation on issues of racial and cultural bias. Journal of Transformative Education, 9(4), 222–241.
Stanković, M., Grbeša, G., Kostić, J., Simonović, M., Milenković, T., & Višnji, A. (2013). A preview of the efficiency of systemic family therapy in treatment of children with posttraumatic stress disorder developed after car accident. Vojnosanitetski Pregled: Military Medical & Pharmaceutical Journal of Serbia & Montegro, 70(2), 149–154.
Thompson, K. (2010). Because looks can be deceiving: Media alarm and the sexualisation of childhood—do we know what we mean? Journal of Gender Studies, 19(4), 395–400.
Van Dijk, A. E., van Eijsden, M., Stronks, K., Gemke, R. J., & Vrijkotte, T. M. (2012). Prenatal stress and balance of the child's cardiac autonomic nervous system at age 5-6 years. Plos ONE, 7(1), 1–7.
Vesely, C. K., & Ginsberg, M. R. (2011). Strategies and practices for working with immigrant families in early education programs. Young Children, 66(1), 84–89.
Walsh, R., Hodge, K., Bowes, J., & Kemp, C. (2010). Same age, different page: Overcoming the barriers to catering for young gifted children in prior-to-school settings. International Journal of Early Childhood, 42(1), 43–58.
Zaken, H., Jowkar, B., & Razmjoee, M. (2010). Parenting styles and resilience. Procedia: Social and Behavioral Sciences, 5(1), 1067–1070.
Zaretskii, V. K. (2009). The zone of proximal development: What Vygotsky did not have time to write. Journal of Russian & East European Psychology, 47(6), 70–93.
Zautra, A. J., Arewasikporn, A., & Davis, M.C. (2010). Resilience: Promoting well-being through recovery, sustainability, and growth. Research in Human Development, 7(3), 221–238.
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