AdairJ. K.BhaskaranL. (2010). Meditation, rangoli, and eating on the floor: Practices from an urban preschool in Bangalore, India. Young Children, 65(6), 48-52.
2.
AnticichS. A. J.BarrettP. M.GilliesR.SilvermanW. (2012). Recent advances in intervention for early childhood anxiety. Australian Journal of Guidance and Counselling, 22, 157-172.
BaptisteB.FatusS. (2004). My daddy is a pretzel: Yoga for parents and kids. Cambridge, MA: Barefoot Books.
5.
BlairC.DiamondA. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899-911.
6.
BuckleyA. (2006). The kids’ yoga deck: 50 poses and games. San Francisco, CA: Chronicle Books.
7.
Campaign for a Commercial-Free Childhood, Alliance for Childhood, & Teachers Resisting Unhealthy Children’s Entertainment. (2012). Facing the screen dilemma: Young children, technology and early education. Boston, MA: Campaign for a Commercial-Free Childhood; New York, NY: Alliance for Childhood.
8.
CapelC. M. (2012). Mindlessness/mindfulness, classroom practices and quality of early childhood education: An auto-ethnographic and intrinsic case research. International Journal of Quality & Reliability Management, 29, 666-680.
9.
Center on the Social and Emotional Foundations for Early Learning. (2014). Retrieved from http://csefel.vanderbilt.edu/
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices
12.
Division for Early Childhood/National Association for the Education of Young Children. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.
13.
ErwinE. J.BrothersonM. J.PalmerS.CookC. C.WeigelC. J.SummersJ. A. (2009). How to promote self-determination for young children with disabilities: Evidenced-based strategies for early childhood practitioners and families. Young Exceptional Children, 12, 27-37.
14.
ErwinE. J.MortonN. (2008). Exposure to media violence and young children with and without disabilities: Powerful opportunities for family-professional partnerships. Early Childhood Education Journal, 36, 105-112.
15.
FanY.TangY.TangR.PosnerM. (2014). Short term integrative meditation improves resting alpha activity and Stroop performance. Applied Psychophysiology and Biofeedback, 39, 213-217.
16.
FisherA. V.GodwinK. E.SeltmanH. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thingmaybe bad. Psychological Science, 25, 1362-1370.
17.
FlookL.SmalleyS. L.KitilM. J.GallaB. M.Kaiser-GreenlandS.LockeJ.. . .KasariC. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26, 70-95.
18.
FoxJ. K.WarnerC. M.LernerA. B.LudwigK.RyanJ. L.ColognoriD.. . .BrotmanL. M. (2012). Preventive intervention for anxious preschoolers and their parents: Strengthening early emotional development. Child Psychiatry & Human Development, 43, 544-559.
19.
Friedman-WeienethJ. L.HarveyE. A.YoungwirthS. D.GoldsteinL. H. (2007). The relation between 3-year-old children’s skills and their hyperactivity, inattention, and aggression. Journal of Educational Psychology, 99, 671-681.
20.
GolemanD. (2013). Focus: The hidden driver of excellence. New York, NY: HarperCollins.
21.
HonigA. S. (2010). Little kids, big worries: Stress-busting tips for early childhood classrooms. Baltimore, MD: Paul H. Brookes.
22.
JellesmaF. C.CornelisJ. (2011). Mind magic: A pilot study of preventive mind-body-based stress reduction in behaviorally inhibited and activated children. Journal of Holistic Nursing, 30, 55-62.
23.
JensenP.KennyD. T. (2004). The effects of yoga on the attention and behavior of boys with attention-deficit/hyperactivity disorder (ADHD). Journal of Attention Disorders, 7, 205-216.
24.
KoenigK. P.Buckley-ReenA.GargS. (2012). Efficacy of the get Ready to Learn yoga program among children with autism spectrum disorders: A pretest-posttest control group design. American Journal of Occupational Therapy, 66, 538-546.
25.
LedererS. H. (2008). StoryBook Yoga. Balwin, NY: Educational Activities.
26.
LeeS. H.PalmerS. B.TurnbullA. P.WehmeyerM. L. (2006). A model for parent-teacher collaboration to promote self-determination in young children with disabilities. Council for Exceptional Children, 38(3), 36-41.
27.
LevinD. E.Carlsson-PaigeN. (2003). Marketing violence: The special toll on young children of color. The Journal of Negro Education, 72, 427-437.
28.
LevinD. E.Carlsson-PaigeN. (2006, April). All about war play. Scholastic Parent & Child, 13(5), 44-47.
29.
NapoliM.KrechP. R.HolleyL. C. (2005). Mindfulness training for elementary school students: The Attention Academy. Journal of Applied School Psychology, 21, 99-125.
30.
PalmerS. B.SummersJ. A.BrothersonM. J.ErwinE. J.MaudeS. P.Stroup-RentierV.. . .HainesS. J. (2012). Foundations for self-determination in early childhood: An inclusive model for children with disabilities. Topics in Early Childhood Special Education, 33, 38-47.
31.
PeckH. L.KehleT. J.BrayM. A.TheodoreL. A. (2005). Yoga as an intervention for children with attention problems. School Psychology Review, 34, 415-424.
32.
PotterS. (2007). Rock hopping, yoga and student empowerment: A case study of a sustainable school. Australian Journal of Environmental Education, 23, 13-21.
33.
PowellL.GilchristM.StapleyJ. (2008). A journey of self-discovery: An intervention involving massage, yoga and relaxation for children with emotional and behavioural difficulties attending primary schools. European Journal of Special Needs Education, 23, 403-412.
34.
RazzaR. A.Bergen-CicoD.RaymondK. (2013). Enhancing preschoolers’ self-regulation via mindful yoga. Journal of Child and Family Studies, 24, 372-385.
35.
RojasN. L.ChanE. (2005). Old and new controversies in the alternative treatment of attention-deficit hyperactivity disorder. Mental Retardation and Developmental Disabilities Research Reviews, 11, 116-130.
36.
RosenblattL. E.GorantlaS.TorresJ. A.YarmushR. S.RaoS.ParkE. R.. . .LevineJ. B. (2011). Relaxation response-based yoga improves functioning in young children with autism: A pilot study. The Journal of Alternative and Complementary Medicine, 17, 1029-1035.
37.
SempleR. J.LeeJ.RosaD.MillerL. F. (2009). A randomized trial of mindfulness-based cognitive therapy for children: Promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19, 218-229.
38.
SempleR. J.ReidE. F. G.MillerL. (2005). Treating anxiety with mindfulness: An open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy: An International Quarterly, 19, 379-392.
39.
ShogrenK. A.TurnbullA. P. (2006). Promoting self-determination in young children with disabilities: The critical role of families. Infants & Young Children, 19, 338-352.
40.
SumarS. (1998). Yoga for the special child: A therapeutic approach for infants and children with Down syndrome, cerebral palsy, and learning disabilities. Evanston, IL: Special Yoga Publications.
41.
SwickK. J.KnopfH.WilliamsR.FieldsM. E. (2013). Family-school strategies for responding to the needs of children experiencing chronic stress. Early Childhood Education Journal, 41, 181-186.
VieillevoyeS.Nader-GrosboisN. (2008). Self-regulation during pretend play in children with intellectual disability and in normally developing children. Research in Developmental Disabilities, 29, 256-272.
44.
ZelazoP. D.LyonsK. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6, 154-160.
45.
ZipkinD. (1985). Relaxation techniques for handicapped children: A review of literature. The Journal of Special Education, 19, 283-289.