FOREWORD
1. D. R. Anderson, A. C. Huston, K. L. Schmitt, D. L. Linebarger, and J. C. Wright, “Early Childhood Television Viewing and Adolescent Behavior,” Monographs of the Society for Research in Child Development, 68(1), serial no. 264 (2001): 1–143.
2. M. Gladwell, The Tipping Point: How Little Things Can Make a Big Difference (New York: Little Brown and Company, 2000).
3. A. M. Crawley, D. R. Anderson, A. Wilder, M. Williams, and A. Santomero, “Effects of Repeated Exposures to a Single Episode of the Television Program Blue’s Clues on the Viewing Behaviors and Comprehension of Preschool Children,” Journal of Educational Psychology, 91 (1999), 630–37.
4. A. M. Crawley, D. R. Anderson, A. Santomero, A. Wilder, M. Williams, M. K. Evans, and J. Bryant, “Do Children Learn How to Watch Television? The Impact of Extensive Experience with Blue’s Clues on Preschool Children’s Television Viewing Behavior,” Journal of Communication, 52 (2002), 264–80.
WATCH, LEARN, KNOW
Watch
1. Robert Mays, Sune Nordwall, et al., “Frequently Asked Questions: What Is the Philosophy Behind Waldorf Education?,” Waldorf Answers, accessed March 15, 2017, www.waldorfanswers.org/WaldorfFAQ.htm#6.
2. American Academy of Pediatrics, Committee on Public Education, “Children, Adolescents, and Television,” Pediatrics 107, no. 2 (February 1, 2001): 423–26, doi: 10.1542/peds.107.2.423.
3. Victoria J. Rideout, MA, Ulla G. Foehr, PhD, and Donald F. Roberts, PhD, Generation M2: Media in the Lives of 8- to 18-Year-Olds—A Kaiser Foundation Study (Menlo Park, CA: Henry J. Kaiser Family Foundation, January 2010), http://files.eric.ed.gov/fulltext/ED527859.pdf.
4. Jenny S. Radesky, Jayna Schumacher, and Barry Zuckerman, “Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown,” Pediatrics 135, no. 1 (January 1, 2015), doi: 10.1542/peds.2014-2251.
5. Anya Kamenetz, “American Academy of Pediatrics Lifts ‘No Screens Under 2’ Rule,” NPR online, October 21, 2016, www.npr.org/sections/ed/2016/10/21/498550475/american-academy-of-pediatrics-lifts-no-screens-under-2-rule.
6. R. A. Reiser, M. A. Tessmer, and P. C. Phelps, Educational Technology Research and Development (ECTJ) 32 (1984): 217, doi:10.1007/BF02768893.
7. Richard C. Anderson, Paul T. Wilson, and Linda G. Fielding, “Growth in Reading and How Children Spend Their Time Outside of School,” Reading Research Quarterly 23, no. 3 (1988): 285–303, doi:10.1598/rrq.23.3.2.
Learn
1. Jordan Brunson, “Teaching Through Big Bird: The Woman Behind Sesame Street,” AAUW online, May 9, 2016, www.aauw.org/2016/05/09/how-she-got-to-sesame-street.
2. Malcolm Gladwell, The Tipping Point: How Little Things Can Make a Big Difference (London: Abacus, 2015).
3. Angeline S. Lillard and Jennifer Peterson, “The Immediate Impact of Different Types of Television on Young Children’s Executive Function,” Pediatrics 128, no. 4 (October 2011): http://pediatrics.aappublications.org/content/early/2011/09/08/peds.2010-1919.
4. Elizabeth Jensen, “A New Heroine’s Fighting Words,” New York Times online, September 1, 2007, www.nytimes.com/2007/09/02/arts/television/02jens.html.
Know
1. Jean Piaget, “Piaget’s Theory of Cognitive Development,” chap. 2 in Childhood Cognitive Development: The Essential Readings, ed. Kang Lee (Malden, MA: Blackwell, 2000), 33–48.
2. Ellen Galinsky, Mind in the Making: The Seven Essential Life Skills Every Child Needs (New York: Avon Books, 2010).
3. “Executive Function & Self-Regulation,” Center on the Developing Child at Harvard University online, accessed March 19, 2017, http://developingchild.harvard.edu/science/key-concepts/executive-function.
4. Louise Bates Ames and Frances L. Ilg, Your Three-Year-Old: Friend or Enemy (New York: Dell Trade Paperback, 1987).
5. Erik H. Erikson and Joan M. Erikson, The Life Cycle Completed (Extended Version) (New York: W. W. Norton, 1998).
6. Deborah Reber, Differently Wired: Raising an Exceptional Child in a Conventional World (New York: Workman, 2018).
PLAY, PAUSE, REPEAT
Clue #1: Play
1. Rachel E. White, The Power of Play: A Research Summary on Play and Learning (Saint Paul, MN: Minnesota Children’s Museum, 2012).
2. Dorothy G. Singer, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek, eds., Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth (New York: Oxford University Press, 2006).
3. Iain Lancaster, “The Importance of Intrinsic Motivation in Transforming Learning,” TeachThought online, accessed March 19, 2017, www.teachthought.com/learning/the-importance-of-intrinsic-motivation-in-transforming-learning.
4. Daniel H. Pink, Drive: The Surprising Truth About What Motivates Us (New York: Riverhead Books, 2012).
5. Meghan Dombrink-Green, “A Conversation with Vivian Gussin Paley,” Young Children 66, no. 5 (September 2011): 90–93, www.naeyc.org/content/conversation-vivian-gussin-paley.
Clue #2: Pause
1. Mary Budd Rowe, “Wait Time: Slowing Down May Be a Way of Speeding Up!,” Journal of Teacher Education 37, no. 1 (1986): 43–50, doi:10.1177/002248718603700110.
2. “Serve and Return,” Center on the Developing Child at Harvard University online, accessed March 6, 2017, http://developingchild.harvard.edu/science/key-concepts/serve-and-return.
3. S. L. Calvert et al., “Interaction and Participation for Young Hispanic and Caucasian Children’s Learning of Media Content,” Media Psychology 9, no. 2 (2007): 431–45.
4. Daniel R. Anderson et al., “Researching Blue’s Clues: Viewing Behavior and Impact,” Media Psychology 2, no. 2 (2000): 179–94, doi:10.1207/s1532785xmep0202_4.
5. Julie A. Ross, Practical Parenting for the 21st Century: The Manual You Wish Had Come with Your Child (New York: Excalibur, 1993).
6. Jessica Lahey, The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed (New York: Harper, 2016).
7. G. J. Whitehurst et al., “Accelerating Language Development Through Picture Book Reading,” Developmental Psychology 24, no. 4 (1988): 552–59. doi:10.1037//0012-1649.24.4.552.
Clue #3: Repeat
1. Lawrie Mifflin, “The Joy of Repetition, Repetition, Repetition,” New York Times online, August 2, 1997, www.nytimes.com/1997/08/03/tv/the-joy-of-repetition-repetition-repetition.html.
2. “Five Numbers to Remember About Early Childhood Development,” Center on the Developing Child at Harvard University online, accessed March 6, 2017, http://developingchild.harvard.edu/resources/five-numbers-to-remember-about-early-childhood-development.
3. Malcolm Gladwell, Outliers: The Story of Success (New York: Little, Brown, 2008).
4. Steve Wheeler, “Jerome Bruner on the Scaffolding of Learning,” TeachThought online, accessed March 19, 2017, www.teachthought.com/learning/learning-theories-jerome-bruner-scaffolding-learning.
5. Alisha M. Crawley et al., “Effects of Repeated Exposures to a Single Episode of the Television Program Blue’s Clues on the Viewing Behaviors and Comprehension of Preschool Children,” Journal of Educational Psychology 91, no. 4 (1999): 630–37, doi:10.1037//0022-0663.91.4.630.
6. Carol S. Dweck, Mindset: How You Can Fulfill Your Potential (London: Robinson, 2017).
THINK, RESOLVE, RESPECT
Clue #4: Think
1. Michael Michalko, Thinkertoys: A Handbook of Creative-Thinking Techniques, 2nd ed. (New York: Ten Speed Press, 2006).
2. Aleszu Bajak, “Lectures Aren’t Just Boring, They’re Ineffective, Too, Study Finds,” Science Insider, last modified May 12, 2014, www.sciencemag.org/news/2014/05/lectures-arent-just-boring-theyre-ineffective-too-study-finds.
3. Carol S. Dweck, “The Secret to Raising Smart Kids,” Scientific American, December 18, 2014, www.scientificamerican.com/article/the-secret-to-raising-smart-kids1.
Clue #5: Resolve
1. Joseph A. Durlak et al., “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions,” Child Development 82, no. 1 (2011): 405–32, doi:10.1111/j.1467-8624.2010.01564.x.
2. Wesley H. Dotson et al., “Evaluating the Ability of the PBS Children’s Show Daniel Tiger’s Neighborhood to Teach Skills to Two Young Children with Autism Spectrum Disorder,” Behavior Analysis in Practice 10, no. 1 (August 12, 2016): 67–71, doi:10.1007/s40617-016-0134-z.
3. Ross, Practical Parenting for the 21st Century.
Clue #6: Respect
1. Douglas Quenqua, “Quality of Words, Not Quantity, Is Crucial to Language Skills, Study Finds,” New York Times online, October 16, 2014, www.nytimes.com/2014/10/17/us/quality-of-words-not-quantity-is-crucial-to-language-skills-study-finds.html?_r=0.
2. Roberta Schomburg, personal conversation.
3. Shuka Kalantari, “Why We Should Teach Empathy to Preschoolers,” Greater Good, last modified June 29, 2016, http://greatergood.berkeley.edu/article/item/why_we_should_teach_empathy_preschoolers.
HELP, MODEL, OBSERVE
Clue #7: Help
1. Kristine Breese, “14 Little Ways to Encourage Kindness,” Parents online, accessed March 6, 2017, www.parents.com/parenting/better-parenting/advice/14-little-ways-to-encourage-kindness.
2. David Brooks, “Nice Guys Finish First,” New York Times online, May 16, 2011, www.nytimes.com/2011/05/17/opinion/17brooks.html.
3. Lara B. Aknin, Elizabeth W. Dunn, and Michael I. Norton, “Happiness Runs in a Circular Motion: Evidence for a Positive Feedback Loop Between Prosocial Spending and Happiness,” Journal of Happiness Studies 13, no. 2 (2011): 347–55, doi:10.1007/s10902-011-9267-5.
4. Keely Lockhart, “Duchess of Cambridge: Teaching George and Charlotte Kindness and Respect Is as Important as Academic Success,” London Telegraph, February 6, 2017, www.telegraph.co.uk/news/2017/02/06/duchess-cambridge-teaching-george-charlotte-kindness-respect.
5. Daryl Cameron, Michael Inzlicht, and William A. Cunningham, “Empathy Is Actually a Choice,” New York Times online. July 10, 2015, www.nytimes.com/2015/07/12/opinion/sunday/empathy-is-actually-a-choice.html?_r=0.
6. David A. Pizarro and Peter Salovey, “Being and Becoming a Good Person,” chap. 12 in Improving Academic Achievement: Impact of Psychological Factors on Education, ed. Joshua Aronson (San Diego: Academic Press, 2002): 247–66, doi:10.1016/b978-012064455-1/50015-4.
7. Gwen Dewar, “Teaching Empathy: Evidence-Based Tips,” Parenting Science, last modified September 2016, www.parentingscience.com/teaching-empathy-tips.html.
8. Marty Rossmann, “Involving Children in Household Tasks: Is It Worth the Effort?,” University of Minnesota, September 2002, http://ghk.h-cdn.co/assets/cm/15/12/55071e0298a05_-_Involving-children-in-household-tasks-U-of-M.pdf.
Clue #8: Model
1. Rasha Madkour, “Daniel Tiger Becomes a Boy with Autism’s Guide to Social Life,” New York Times online, July 12, 2015, https://parenting.blogs.nytimes.com/2015/07/12/daniel-tiger-becomes-a-boy-with-autisms-guide-to-social-life/?_r=0.
2. Albert Bandura, Dorothea Ross, and Sheila A. Ross, “Transmission of Aggression Through Imitation of Aggressive Models,” Journal of Abnormal and Social Psychology 63, no. 3 (December 1961): 575–82, doi:10.1037/h0045925.
3. Barbara J. Wilson, “Media and Children’s Aggression, Fear, and Altruism,” Future of Children 18, no. 1 (Spring 2008): 87–118, doi:10.1353/foc.0.0005.
4. Leonard D. Eron et al., “Does Television Violence Cause Aggression?,” American Psychologist 27, no. 4 (May 1972): 253–63, doi:10.1037/h0033721.
5. L. Rowell Huesmann and Laurie S. Miller, “Long-Term Effects of Repeated Exposure to Media Violence in Childhood,” in Aggressive Behavior: Current Perspectives, ed. Huesmann, Plenum Series in Social/Clinical Psychology (New York: Plenum Press, 1994), 153–86, doi:10.1007/978-1-4757-9116-7_7.
6. Christopher J. Ferguson, “The School Shooting/Violent Video Game Link: Causal Relationship or Moral Panic?,” Journal of Investigative Psychology and Offender Profiling 5, nos. 1–2 (2008): 25–37, doi:10.1002/jip.76.
7. Brian Wansink, David R. Just, and Collin R. Payne, “Can Branding Improve School Lunches?,” Archives of Pediatrics & Adolescent Medicine 166, no. 10 (2012): 967, doi:10.1001/archpediatrics.2012.999.
8. Eric E. Rasmussen et al., “Relation Between Active Mediation, Exposure to Daniel Tiger’s Neighborhood, and US Preschoolers’ Social and Emotional Development,” Journal of Children and Media 10, no. 4 (2016): 443–61, doi:10.1080/17482798.2016.1203806.
Clue #9: Observe
1. Amy Laura Dombro and Leah Wallach, The Ordinary Is Extraordinary: How Children Under Three Learn (Lincoln, NE: iUniverse, 2001).
2. Ellyn Satter, How to Get Your Kid to Eat: But Not Too Much (Boulder, CO: Bull Publishing, 2012).
3. Marian C. Diamond et al., “On the Brain of a Scientist: Albert Einstein,” Experimental Neurology 88, no. 1 (1985): 198–204, doi:10.1016/0014-4886(85)90123-2.
4. Joanne F. Foster, “Intrinsic Versus Extrinsic Motivation,” in Encyclopedia of Giftedness, Creativity, and Talent, ed. Barbara Kerr (Thousand Oaks, CA: Sage, 2009), doi:10.4135/9781412971959.n214.
5. Carrie Furrer and Ellen Skinner, “Sense of Relatedness as a Factor in Children’s Academic Engagement and Performance,” Journal of Educational Psychology 95, no. 1 (2003): 148–62, doi:10.1037//0022-0663.95.1.148.
6. Rawn Fulton, Eric Carle: Picture Writer (DVD video) (New York: Philomel Books/Scholastic, 1993).
LAUGH, SING, CELEBRATE
Clue #10: Enjoy
1. Avner Ziv and Orit Gadish, “Humor and Marital Satisfaction,” Journal of Social Psychology 129, no. 6 (1989): 759–68, doi:10.1080/00224545.1989.9712084.
2. Elizabeth B. Carlton, “Learning Through Music: The Support of Brain Research,” Child Care Information Exchange 133 (May/June 2000): 53–56.
3. Wishenpoof Anthem, episode 101, music and lyrics by Blain Morris.
4. Sandra L. Calvert, “Impact of Televised Songs on Children’s and Young Adults’ Memory of Educational Content,” Media Psychology 3, no. 4 (2001): 325–42.
5. Yuna L. Ferguson and Kennon M. Sheldon, “Trying to Be Happier Really Can Work: Two Experimental Studies,” Journal of Positive Psychology 8, no. 1 (2013): 23–33, doi:10.1080/17439760.2012.747000.
1. D. A. Snowdon et al., “Linguistic Ability in Early Life and Longevity: Findings from the Nun Study,” in The Paradoxes of Longevity, eds. Jean-Marie Robine et al. (Berlin: Springer-Verlag, 1999), 103–13, doi:10.1007/978-3-642-60100-2_9.
2. Karen Reivich and Andrew Shatté, The Resilience Factor: 7 Essential Skills for Overcoming Life’s Inevitable Obstacles (New York: Three Rivers Press, 2003).
3. “Resilience in Children,” Positive Psychology Center, accessed March 7, 2017, https://ppc.sas.upenn.edu/research/resilience-children.
4. Leonard Sax, The Collapse of Parenting: How We Hurt Our Kids When We Treat Them Like Grown-Ups (New York: Basic Books, 2017).
5. Jeffrey Zaslow, “Blame It on Mr. Rogers: Why Young Adults Feel So Entitled,” Wall Street Journal online, July 5, 2007, www.wsj.com/articles/SB118358476840657463.