ArvidsonJ.KinniburghK.HowardK.SpinazzolaJ.StrothersH.EvansM.. . . BlausteinM. E. (2011). Treatment of complex trauma in young children: Developmental and cultural considerations in application of the ARC intervention model. Journal of Child & Adolescent Trauma, 4, 34-51.
2.
AlatK. (2002). Traumatic events and children: How early childhood educators can help. Childhood Education, 79, 2-8.
3.
BerginC.BerginD. (2009). Attachment in the classroom. Educational Psychology Review, 21, 141-170.
4.
BlairC.RaverC. C. (2012). Child development in the context of adversity: Experiential canalization of brain and behavior. American Psychologist, 67, 309-318.
5.
Briggs-GowanM. J.FordJ. D.FraleighL.McCarthyK.CarterA. S. (2010). Prevalence of exposure to potentially traumatic events in a healthy birth cohort of very young children in the northeastern United States. Journal of Traumatic Stress, 23, 725-733.
6.
BruhnC. M. (2004). Children with disabilities: Abuse, neglect, and the child welfare system. Journal of Aggression, Maltreatment & Trauma, 8, 173-203.
7.
BrunzellT.WatersL.StokesH. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3-9.
8.
CAPTA Reauthorization Act. (2010). PL 111-320.
9.
Cornelius-WhiteJ. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77, 113-143.
10.
CummingsK. P.AddanteS.SwindellJ.MeadanH. (2017). Creating supportive environments for children who have had exposure to traumatic events. Journal of Child and Family Studies, 26, 2728-2741. doi:10.1007/s10826-017-0774-9
11.
DeblingerE.MannarinoA. P.CohenJ. A.RunyonM. K.SteerR. A. (2011). Trauma-focused cognitive behavioral therapy for children: Impact of the trauma narrative and treatment length. Depression and Anxiety, 28, 67-75.
12.
De YoungA. C.KenardyJ. A.CobhamV. E. (2011). Trauma in early childhood: A neglected population. Clinical Child and Family Psychology Review, 14, 231-250.
13.
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices
14.
Division for Early Childhood. (2016). Child maltreatment: A position statement of the Division for Early Childhood (DEC). Washington, DC. Retrieved from http://www.dec-sped.org/position-statements
15.
EdwardsS.Cutter-MackenzieA. (2013). Pedagogical play types: What do they suggest for learning about sustainability in early childhood education?International Journal of Early Childhood, 45, 327-346.
16.
FeldmanG.HayesA.KumarS.GreesonJ.LaurenceauJ. P. (2007). Mindfulness and emotion regulation: The development and initial validation of the Cognitive and Affective Mindfulness Scale–Revised (CAMS-R). Journal of Psychopathology and Behavioral Assessment, 29, Article 177.
17.
FraleyR. C.RoismanG. I.Booth-LaForceC.OwenM. T.HollandA. S. (2013). Interpersonal and genetic origins of adult attachment styles: A longitudinal study from infancy to early adulthood. Journal of Personality and Social Psychology, 104, 817-838.
18.
FrasierL. D. (2008). Abusive head trauma in infants and young children: A unique contributor to developmental disabilities. Pediatric Clinics of North America, 55, 1269-1285.
19.
JaudesP. K.Mackey-BilaverL. (2008). Do chronic conditions increase young children’s risk of being maltreated?Child Abuse & Neglect, 32, 671-681.
20.
Jonson-ReidM.DrakeB.KimJ.PorterfieldS.HanL. (2004). A prospective analysis of the relationship between reported child maltreatment and special education eligibility among poor children. Child Maltreatment, 9, 382-394.
21.
MacyR. D.MacyD. J.GrossS. I.BrightonP. (2003). Healing in familiar settings: Support for children and youth in the classroom and community. New Directions for Youth Development, 2003(98), 51-79.
22.
McClellandM. M.GeldhofJ.CameronC. E.WanlessS. B. (2015). Development and self-regulation. In OvertonW.MolenaarP. C. M. (Eds.), Handbook of child psychology and developmental science: Vol. 1, pp. 523-565. Theoretical models of human development (7th ed.). Hoboken, NJ: John Wiley.
23.
MongilloE. A.Briggs-GowanM. J.FordJ. D.CarterA. S. (2009). Impact of traumatic life events in a community sample of toddlers. Journal of Abnormal Child Psychology, 37, 455-468.
24.
MorrisA.SilkJ.SteinbergL.TerranovaA.KithakyeM. (2010). Concurrent and longitudinal links between children’s externalizing behavior in school and observed anger regulation in the mother-child dyad. Journal of Psychopathology and Behavioral Assessment, 32, 48-56.
25.
PerryB. D. (2009). Examining child maltreatment through a neurodevelopmental lens: Clinical applications of the neurosequential model of therapeutics. Journal of Loss & Trauma, 14, 240-255.
26.
PowerT. G. (2004). Stress and coping in childhood: The parents’ role. Parenting: Science and Practice, 4, 271-317.
27.
RazzaR. A.Bergen-CicoD.RaymondK. (2015). Enhancing preschoolers’ self-regulation via mindful yoga. Journal of Child and Family Studies, 24, 372-385.
SchoreA. N. (2000). Attachment and the regulation of the right brain. Attachment & Human Development, 2, 23-47.
30.
SinghN. N.LancioniG. E.WintonA. S. W.KarazsiaB. T.SinghJ. (2013). Mindfulness training for teachers changes the behavior of their preschool students. Research in Human Development, 10, 211-233.
31.
StrathearnL.GrayP. H.O’CallaghanM. J.WoodD. O. (2001). Childhood neglect and cognitive development in extremely low birth weight infants: A prospective study. Pediatrics, 108, 142-151.
32.
Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Rockville, MD: Author.
33.
SullivanP. M.KnutsonJ. F. (2000). Maltreatment and disabilities: A population-based epidemiological study. Child Abuse & Neglect, 24, 1257-1273.
34.
UrsacheA.BlairC.RaverC. C. (2012). The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6, 122-128.
35.
ZimmermannL. K.StansburyK. (2003). The influence of temperamental reactivity and situational context on the emotion-regulatory abilities of 3-year-old children. Journal of Genetic Psychology, 164, 389-409.