Office of Early Childhood
The Pyramid Model
- Effective Workforce
- Developing Nurturing and Responsive Relationships
- High-Quality Supportive Environments
- Targeted Social Emotional Supports
- Intensive Intervention
Demonstration Sites
Additional Sites
Program Implementation
Self Assessment
Training
NDE Office of Early Childhood
References Used in the Writing of the Relationships Web Page
1. Shonkoff J, Philips D. From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press: 2000.
2. Ashiabi G. Promoting the emotional development of preschoolers. Early Childhood Education Journal. 2000; 28(2):79-84.
3. Churchill S. Goodness-of-fit in early childhood settings. Early Childhood Education Journal. 2003; 31(2):113-118.
4. Hamre B, Pianta R. Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development. 2001; 72:625-638.
5. Howes C, Galinsky E, Kontos S. Child care caregiver sensitivity and attachment. Social Development. 1998; 7:25-36.
6. Marty A, Readdick C, Walters C. Supporting secure parent-child attachments; the role of the non-parental caregiver. Early Child Development and Care. 2005; 175(3):271-283.
7. Haskett ME, Willoughby M. Paths to child social adjustment: parenting quality and children’s processing or social information. Child: Care Health and Development. 2006; 33(1):67-77.
8. Hamilton C, Howes C, Matheson C. Children’s relationships with peers; differential associations with aspects of the teacher-child relationship. Child Development. 1994; 65:253-263.
9. Hartup W, Moore SG. Early peer relations: Developmental significance and prognostic implications. Early Childhood Research Quarterly. 1997; 6:1-7.
10. Kemple K, Hartle L. Getting along: How teachers can support children’s peer relationships. Early Childhood Education Journal. 1997; 24(3):139-146.
11. Ladd G. Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children’s early school adjustment? Child Development. 1990; 61:1081-1100.
12. Henricsson L, Rydell AM. Children with behaviour problems: The influence of social relations on problem stability, school achievement and peer acceptance across the first six years of school. Infant and Child Development. 2006; 15:347-366.
13. Meehan B, Hughes J, Cavell T. Teacher-student relationships as compensatory resources for aggressive children. Child Development. 2003; 74:1145-1157.
14. Robinson JL, Emde RN, Korfmacher J. Integrating an emotional regulation perspective in a program of prenatal and early childhood visitation. Journal of Community Psychology. 1997; 25:59-79.
15. Birch SH, Ladd GW. The teacher-child relationship and children’s early school adjustment. Journal of School Psychology. 1997; 35:61-79.
16. Zeece P. Books about feelings and feelings about books: Literature choices that support emotional development. Early Childhood Education Journal. 2000; 28(2):111-115.