Resources for Building
Social Skills in the
Early Years and Beyond
Young Children articles and NAEYC books and videos
Baker, A.C., & L.A. Manfredi/Petitt. 2004. Relationships, the heart of quality care: Creating community among adults in early care settings. Washington, DC: NAEYC.
Balaban, N. 2006. Everyday goodbyes: Starting school and early care—A guide to the separation process. New York: Teachers College Press. Available from NAEYC.
Bernhardt, J.L. 2000. A primary caregiving system for infants and toddlers: Best for everyone involved. Young Children 55 (2): 74–80.
Bleiker, C. 1999. Toddler friendship? The case of Hiro and John. Young Children 54 (6): 18–23.
Carlson, F. 2006. Essential touch: Meeting the needs of young children. Washington, DC: NAEYC.
Cartwright, S. 2004. Teachers on Teaching. Young citizens in the making. Young Children 59 (5): 108–09.
Corso, R. 2003. The Center on the Social and Emotional Foundations for Early Learning. Young Children 58 (4): 46–47.
Dombro, A.L., & P. Weis-Fogh. 2004. Child care on top of the world. Young Children 59 (1): 86–90.
Flicker, E.S., & J.A. Hoffman. 2006. Guiding children’s behavior: Developmental discipline in the classroom. New York: Teacher’s College Press. Available from NAEYC.
Fox, L., G. Dunlap, M.L. Hemmeter, G.E. Joseph, & P.S. Strain. 2003. The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children 58 (4): 48–52.
Gallagher, K.C. 2005. Brain research and early childhood development: A primer for DAP. Young Children 60 (4): 12–20.
Gartrell, D. 2001. Replacing time-out: Part one—Using guidance to build an encouraging classroom. Young Children 56 (6): 8–16.
Gartrell, D. 2002. Replacing time-out: Part two—Using guidance to maintain an encouraging classroom. Young Children 57 (2): 36–43.
Gartrell, D. 2004. The power of guidance: Teaching social-emotional skills in early childhood classrooms. Clifton Park, NY: Thomson/Delmar Learning. Available from NAEYC.
Gillespie, L.G., & N.L. Seibel. 2006. Self-regulation: A cornerstone of early childhood development. Young Children 61 (4): 34–39.
Gonzalez-Mena, J., & N. Bhavnagri. 2000. Diversity and infant/toddler caregiving. Young Children 55 (5): 31–35.
Goulet, M. 1998. How caring relationships support self-regulation. VHS. George Brown College, Toronto. 68 min. Available from NAEYC.
Gray, H. 2004. “You go away and you come back”: Supporting separations and reunions in an infant/toddler classroom. Young Children 59 (5): 100–107.
Hess, K., & S. Sexton. 2002. An uncommon friendship. Young Children 57 (4): 26–28.
Honig, A.S. 2002. Secure relationships: Nurturing infant/toddler attachment in early care settings. Washington, DC: NAEYC.
Hyson, M. 2004. The emotional development of young children: Building an emotion-
centered curriculum. 2nd ed. New York: Teachers College Press. Available from NAEYC.
Jones, N.P. 2005. Big jobs: Planning for competence. Young Children 60 (2): 86–93.
Kaiser, B., & J.S. Rasminsky. 1999. Meeting the challenge: Effective strategies for challenging behaviours in early childhood environments. Ottawa, ON: Canadian Child Care Federation. Available from NAEYC.
Kaiser, B., & J.S. Rasminsky. 2007. Challenging behavior in young children: Understanding, preventing, and responding effectively. 2nd ed. Boston, MA: Allyn & Bacon. Available from NAEYC.
Katz, L.G., & D.E. McClellan. 1997. Fostering children’s social competence: The teacher’s role. Washington, DC: NAEYC.
King, M., with D. Gartrell. 2003. Building an encouraging classroom with boys in mind. Young Children 58 (4): 33–36.
Koralek, D., & G. Mindes, eds. 2006. Spotlight on young children and social studies. Washington, DC: NAEYC.
Lamme, L.L., & L. McKinley. 1992. Creating a caring classroom with children’s literature. Young Children 48 (1): 65–71.
Lillard, A., & S. Curenton. 1999. Research in Review. Do young children understand what others feel, want, and know? Young Children 54 (5): 52–57.
Logue, M.E. 2006. Teachers observe to learn: Differences in social behavior of toddlers and preschoolers in same-age and multiage groupings. Young Children 61 (3): 70–76.
Loomis, C., & J. Wagner. 2005. A different look at challenging behavior. Young Children 60 (2): 94–99.
Marion, M. 1997. Research in Review. Guiding young children’s understanding and management of anger. Young Children 52 (7): 62–67.
McDermott, K. 1999. Helping primary school children work things out during recess. Young Children 54 (4): 82–84.
McMullen, M.B., & S. Dixon. 2006. Research in Review. Building on common ground: Unifying practice with infant/toddler specialists through a mindful, relationship-based approach. Young Children 61 (4): 46–52.
Miller, K. 2005. Simple transitions for in-fants and toddlers. Beltsville, MD: Gryphon House. Available from NAEYC.
The 101s: A guide to positive discipline. 2004. 2-video set VHS or DVD. Old Dominion University. 85 min. Available from NAEYC.
Painting a positive picture: Proactive behavior management. 1994. VHS or DVD. Child Care Collection. 28 min. Available from NAEYC.
Quann, V., & C.A. Wien. 2006. The visible empathy of infants and toddlers. Young Children 61 (4): 22–29. Beyond the Journal—“Young Children” on the Web, July 2006.
Salyer, D.M. 2000. “I disagree!” said a second-grader: Butterflies, conflict, and literate thinking. Young Children 55 (4): 7–10.
Social and Emotional Development of Infants and Toddlers Video Series. 2001. Produced by Child Care Collection at Ball State University, Muncie, Indiana. Acquiring Self-Regulation, 22 min.; Communication and Learning, 20 min.; Making Friends and Getting Along with Peers, 21 min.
Stone, J.G. 2001. Building classroom community: The early childhood teacher’s role. Washington, DC: NAEYC.
Szamreta, J.M. 2003. Peekaboo power to ease separation and build secure relationships. Young Children 58 (1): 88–94.
Vance, E., & P.J. Weaver. 2002. Class meetings: Young children solving problems together. Washington, DC: NAEYC.
Watson, M. 2003. Attachment theory and challenging behaviors: Reconstructing the nature of relationships. Young Children 58 (4): 12–20.
Whitin, P. 2001. Kindness in a jar. Young Children 56 (5): 18–22.
Other articles, books, and videos
American Academy of Child & Adolescent Psychiatry (AACAP). 2004. Children who can’t pay attention. Facts for Families, Number. 6. Washington, DC: Author.
American Academy of Pediatrics (AAP). 2006. The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Clinical Report. Online: http://aap.org/pressroom/playFINAL.pdf.
Association of Children’s Services. 2003. Beyond the curriculum: How responsive relationships and thoughtful teaching enhance quality care. Book/video set. 27 min. St. Paul, MN: Redleaf.
Bell, S.H., V.W. Carr, D. Denno, L.J. Johnson, & L.R. Phillips. 2004. Challenging behaviors in early childhood settings: Creating an environment for all children. Baltimore: Brookes.
Bilmes, J. 2004. Beyond behavior management: The six life skills children need to thrive in today’s world. St. Paul, MN: Redleaf.
Bodrova, E., & D.J. Leong. 2005. Self-regulation: A foundation for early learning. Principal (September/October): 30–35.
Bowlby, J. 1988. A secure base: Parent-child attachment and healthy human development. New York: Basic.
Bowman, B., M.S. Donovan, & M.S. Burns, eds. 2000. Eager to learn: Educating our pre-schoolers. A report to the Committee on Early Childhood Pedagogy, National Research Council. Washington, DC: National Academies Press.
Carlson,V.J., & R.L. Harwood. Dec 1999/Jan 2000. Understanding and negotiating cultural differences concerning early developmental competence: The six-raisin solution. Zero to Three. Adapted version online: www.zerotothree.org/vol20-3.html#six-solution.
Cohen, J., ed. 2001. Caring classrooms/intelligent schools: The social emotional education of young children. New York: Teachers College Press.
Denham, S.A. 2006. Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development 17 (1): 57–89.
Gartrell, D. 2006. A guidance approach for the encouraging classroom. 4th ed. Clifton Park, NY: Thomson/Delmar Learning.
Gilliam, W.S. 2005. Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. Online: www.ffcd.org/PDFs/NationalPreKExpulsionPaper03.02_new.pdf.
Gonzalez-Mena, J. 2005. Attachment and separation. In Diversity in early care and education, 4th ed., 79–91. New York: McGraw-Hill.
Heidemann, S., & D. Hewitt. 1992. Pathways to play: Developing play skills in young children. St. Paul, MN: Redleaf.
High/Scope Educational Research Foundation. 1998. Supporting children in resolving conflict. Video/DVD.Ypsilanti, MI: High/Scope Press.
Howes, C.,& S. Ritchie. 2002. A matter of trust: Connecting teachers and learners in the early childhood classroom. New York: Teachers College Press.
Joseph, G.E., & P.S. Strain. 2003. Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education 23: 65–76.
Kemple, K.M. 2003. Let’s be friends: Peer competence in social inclusion in early childhood programs. New York:Teachers College Press.
Kreidler, W.J., & S.T. Whittall. 1999. Early childhood adventures in peacemaking. Cambridge, MA: Educators for Social Responsibility.
Kristal, J. 2005. The temperament perspective: Working with children’s behavioral styles. Baltimore, MD.: Brookes.
Levin, D. 2003. Teaching young children in violent times: Building a peaceable classroom. Cambridge, MA: Educators for Social Responsibility.
Marion, M. 2006. Guidance of young children. 7th ed. Upper Saddle River, NJ: Prentice Hall.
McClellen, D.E., & L.G. Katz. 2001. Assessing young children’s social competence. ERIC Digest Ed450953. Online: http://eric.ed.gov.
Pianta, R.C., & Stuhlman. 2004. Teacher-child relationships and children’s success in the first years of school. School Psychology Review 33: 444–58.
Ramsey, G. 1991. Making friends in school: Promoting peer relationships in early childhood. New York: Teachers College Press.
Raver, C.C., & J. Knitzer. 2002. Ready to enter: What research tells policy makers about strategies to promote social and emotional school readiness among three- and four-year-old children. Policy Paper No. 3 in the series, Promoting the Emotional Well-being of Children and Families. New York: National Center for Children in Poverty. Online: www.nccp. org/media/pew02c-text.pdf.
Rice, J.A. 1995. The kindness curriculum: Introducing young children to loving values. St. Paul, MN: Redleaf.
Singer, D.G., R.M. Golinkoff, & K. Hirsh-Pasek, eds. 2006. Play = learning: How play motivates and enhances children’s cognitive and social-emotional growth. New York: Oxford University Press.
Sroufe, A.L. 2000. Early relationships and the development of children. Infant Mental Health Journal 21 (1–2): 67–74.
Thompson, R.A. 1999. Early attachment and later development. In Handbook of attachment: Theory, research, and clinical applications. eds. J. Cassidy & P.R. Shaver, 265–86. New York: Guilford.
University of Southern Florida. 2002. Creating teaching tools for young children with challenging behavior. Online: http://challengingbehavior.fmhi.usf.edu/tools.html.
Web sites and organizations
Center for Evidence-Based Practice: Young Children with Challenging Behavior promotes the use of evidence-based practice to meet the needs of young children who have, or are at risk for, challenging behavior. www.challengingbehavior.org
Center on the Social and Emotional Foundations for Early Learning is a national center focused on strengthening the capacity of child care and Head Start programs to improve the social and emotional outcomes of young children. www.csefel.uiuc.edu
The Collaborative for Academic, Social, and Emotional Learning promotes coordinated, evidence-based social, emotional, and academic learning as an essential part of education from preschool through high school. www.casel.org
National Network for Child Care shares knowledge about children and child care from land-grant universities, including resources on guidance and discipline. www.nncc.org
Playing for Keeps shares information and the latest research on play with parents and professionals. www.playingforkeeps.org
Psychology Matters summarizes the latest psychological research in a number of areas. Users can type in specific terms such as “play” into the search box to find information related to social skills in the early years. www.psychologymatters.org
The University of Maine Center for Community Inclusion and Disability Studies has created a series of Growing Ideas tip-sheets for early childhood professionals. Many of the topics covered support building social skills. www.ccids.umaine.edu/ec/growingideas
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