References: Imagining

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References

Bodrova, E., & Leong, D.J. (2005). Self-regulation: A foundation for early learning. Principal, 85(1), 30-35.

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.

Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31(2), 79–92.

Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163.

National Association for the Education of Young Children. (2009). NAEYC position statement: Developmentally appropriate practice in early childhood programs serving children from birth through age 8.

Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763–782.

Ramani, G.B., & Eason, S.H. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan, 96(1), 27–32.

Russ, S. W. (2003). Play in child development and psychotherapy: Toward empirically supported practice. Routledge.

Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143–2152.

Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.