BaptisteB. (2012). My daddy is a pretzel. New York: NY: Barefoot Books.
4.
BensonH. (2009). The relaxation response. New York, NY: Harper Collins.
5.
BodrovaE.LeongD. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Columbus, OH: Merrill/Prentice Hall.
6.
CaponiB.ClamaL.ReA. M.CornoldiC. (2008). Sviluppare la Concentrazione e L’autoregolazione - Vol. 1 Giochi e Attività Sul Controllo Attentivo [Developing Concentration and Self-Control- Vol-1 Activities on Attention Control]. Trento, Italy: Erickson.
7.
CaponiB.ClamaL.ReA. M.CornoldiC. (2009a). Sviluppare la Concentrazione e L’autoregolazione: Giochi e Attività Sul Controllo Della Memoria di Lavoro, Vol. 3 [Developing Concentration and Self-Control- Vol-3 Activities on Control of Working Memory]. Trento, Italy: Erickson.
8.
CaponiB.ClamaL.ReA. M.CornoldiC. (2009b). Sviluppare la Concentrazione e L’autoregolazione - Vol. 2 Giochi e Attività Sul Controllo Della Risposta Impulsiva [Developing Concentration and Self-Control- Vol-2 Activities on Control of Impulsive Response. Trento, Italy: Erickson.
9.
CarleE. (1997). From head to toe. New York, NY: HarperCollins.
10.
DiamondA.LingD. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, 34-48.
11.
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.
12.
HaffnerJ.RoosJ.GoldsteinN.ParzerP.ReschF. (2006). The effectiveness of body-oriented methods of therapy in the treatment of attention-deficit hyperactivity disorder (ADHD): Results of a controlled pilot study. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 34, 37-47.
13.
The Hawn Foundation. (2011). The MindUp Curriculum: Grades PreK-2. New York, NY: Scholastic.
14.
JensenP.KennyD. (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.
15.
JohnsonC. (1955). Harold and the purple crayon. New York, NY: Harper & Row.
16.
JusticeL.KaderavekJ. (2002). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34(4), 8-14.
17.
Kabat-ZinnJ. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144-156.
18.
LeSiegT.BoothG. (1974). Wacky Wednesday. New York, NY: Beginner Books.
19.
LondonJ. (2002). Crunch munch. New York, NY: Red Wagon.
20.
MagoonS. (2014). Breathe. New York, NY: Simon & Schuster.
21.
MartinB. (2007). Brown bear, brown bear, what do you see?New York. NY: Henry Holt.
22.
MartinB. (2013). Polar bear, polar bear, what do you hear?New York, NY: Henry Holt.
23.
MiraW.SchwanenflugelP. (2013). The impact of reading expressiveness on the listening comprehension of storybooks by prekindergarten children. Language, Speech, and Hearing Services in Schools, 44, 183-194.
24.
National Early Literacy Panel. (2008). Developing early literacy: Report of the national early literacy panel. Washington, DC: National Institute for Literacy.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved from http://www.nichd.nih.gov/publications/nrp/report.cfm
27.
OstroskyM.JungE.HemmeterM. (n.d.). Helping children make transitions between activities (1st ed.). Center on the Social and Emotional Foundations for Early Learning. Retrieved from http://csefel.vanderbilt.edu/briefs/wwb4.pdf
28.
PerkinsA. (2008). The ear book. New York, NY: Random House for Young Readers.
29.
RazzaR. A.Bergen-CicoD.RaymondK. (2015). Enhancing preschoolers’ self-regulation via mindful yoga. Journal of Child and Family Studies, 24, 372-385.
30.
ReA. M.CapodieciA.CornoldiC. (2015). Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms. Frontiers in Psychology, 6, Article 1161. doi:10.3389/fpsyg.2015.01161
31.
RosenM.OxenburyH. (1989). We’re going on a bear hunt. New York, NY: Margaret K. McElderry Books.
32.
ShawC. (1988). It looked like spilt milk. New York, NY: HarperCollins.
33.
SheddM. K.DukeN. K. (2008). The power of planning: Developing effective read-alouds. Young Children, 63(6), 22-27.
34.
SohlbergM. M.MateerC. C. (1989). Theory and remediation of attention disorders. In SohlbergM. M.MateerC. C. (Eds.), Introduction to cognitive rehabilitation (pp. 110-135). New York, NY: Guilford Press.
35.
SteinerN. J.FrenetteE. C.ReneK. M.BrennanR. T.PerrinE. C. (2014). Neurofeedback and cognitive attention training for children with attention-deficit hyperactivity disorder in schools. Journal of Developmental Behavioral Pediatrics, 35, 18-27.
36.
TulletH. (2011). Press here. New York, NY: Chronicle Books.
37.
WenigM. (2003). YogaKids: Educating the whole child through yoga. New York: NY. Stewart, Tabori & Chang.