References & Resources

As an evidence-based organization bringing forefront developmental and learning practices to our community, via positive and play-based approaches, we believe its important to reference the peer reviewed research studies and initiatives/resources supporting our social and emotional learning methods and practices.

References.

  1. P. J. Lewis. The Erosion of Play. Int. J. Play 6(1), 10 (2017).

  2. N. K. Lai, T. F. Ang, L. Y. Por, and C. S. Liew. The impact of play on child development - a literature review. Early Child. Educ. J. 26(5) 625 (2018).

  3. K. R. Ginsburg, and the Committee on Communications, and the Committee on Psychosocial Aspects of Child and Family Health. The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics 119(1), 182 (2007).

  4. K. Glascott and  L.-L. Tsao. Review of Research: How Much Do We Know about the Importance of Play in Child Development? Childhood Education 78(4), 230 (2002).

  5. A.  D. Pellegrini. The role of play in human development. Oxford University Press, USA (2009).

  6. D. Cohen. The development of play. Routledge (2018).

  7. K. Hirsh-Pasek. A mandate for playful learning in preschool: Applying the scientific evidence. Oxford University Press, USA (2009).

  8. R. C. Moore. Childhood's domain: Play and place in child development. Routledge (2017).

  9. R. P. Weissberg, and J. Cascarino. Academic Learning + Social-Emotional Learning = National Priority. Phi Delta Kappan, 95(2), 8-13 (2013).

  10. M. T. Greenberg. Evidence for social and emotional learning in schools. Learning Policy Institute (2023).

  11. M. T. Greenberg, C. E.  Domitrovich, R. P. Weissberg, and J. A. Durlak. Social and Emotional Learning as a Public Health Approach to Education. The Future of Children 27(1), 13–32  (2017).

  12. K. L. Bierman, J. D. Coie, K. A. Dodge,M. T. Greenberg, J. E. Lochman, R. J. McMahon, E. Pinderhughes and Conduct Problems Prevention Research Group. The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology 78(2), 156–168 (2010).

  13. C. M. Tyng, H. U. Amin ,M. N. M.  Saad and A. S. Malik.  The Influences of Emotion on Learning and Memory. Front. Psychol. 8:1454 (2017).

  14. J. Mercer. Feeling like a state: social emotion and identity. Intern. Theor. 6(3):515-535 (2014).

  15. B. L. Rhoades, H. K. Warren, C. El. Domitrovich, and M. T. Greenberg. Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills. Early Child. Res. Q. 26:2, 182-191 (2011).

  16. C. Kim, R. Pekrun. Emotions and Motivation in Learning and Performance. In: J. Spector, M. Merrill, J. Elen, M. Bishop. Handbook of Research on Educational Communications and Technology. Springer, New York, NY (2014).

  17. R. Pekrun and L. Linnenbrink-Garcia. Academic Emotions and Student Engagement. In: S. Christenson, A. Reschly, and C. Wylie. Handbook of Research on Student Engagement. Springer, Boston, MA (2012).

  18. L. Linnenbrink-Garcia and R. Pekrun. International Handbook of Emotions in Education (1st ed.). Routledge (2014).

  19. S. Claro, D. Paunesku, and C. S. Dweck. Growth mindset tempers the effects of poverty on academic achievement. Proc. Natl. Acad. Sci. U.S.A. 113 (31) 8664 (2016).

  20. R. Layard, A. E. Clark, F. Cornaglia, N. Powdthavee, and J. Vernoit. What predicts a successful life? A life-course model of well being. Econ J 124, 580 (2014).

  21. D. S. Yeager, P. Hanselman, G. M. Walton, J. S. Murray, R. Crosnoe, C. Muller, E. Tipton, B. Schneider, C. S. Hulleman, C. P. Hinojosa, S. Paunesku, C. Romero, K. Flint, A. Roberts, J. Trott, R. Iachan, J. Buontempo, S. M. Yang, C. A. Carvalho, P. R. Hahn, M. Gopalan, P. Mhatre, R. Ferguson, A. L. Duckworth, and C. S. Dweck. A national experiment reveals where a growth mindset improves achievement. Nature 573, 364 (2019).

  22. R. Pekrun. Emotions and learning. Vol. 24. Geneva, Switzerland: International Academy of Education (2014).

Resources.

  1. Greater Good, a magazine by UC Berkeley Greater Good Science Center.

  2. The Kids Mental Health Foundation, a non-profit organization that provides evidence-informed mental health tools and resources.

  3. Collaborative for Academic, Social, and Emotional Learning (CASEL), a non-profit organization that seeks to help make evidence-based social and emotional learning an integral part of education from preschool through high school.

  4. Feel your Best Self, a non-profit organization that seeks to create accessible, engaging, and flexible tools that empower a more joyful and emotionally connected life.

  5. NIH News in Health, a monthly newsletter from the U.S. National Institutes of Health (NIH) that provides practical health information and tips based on NIH research findings.

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