References
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Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S., & Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 46(2), 241-248. https://doi-org.ezproxy.library.ubc.ca/10.1007/s10643-017-0839-9
Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., & Skouteris, H. (2018). Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centers: A systematic review and meta-analysis. JAMA Network Open, 1(8), e185727-e185727. https://doi.org/10.1001/jamanetworkopen.2018.5727
Carr, M. (2011). Young children reflecting on their learning: Teachers’ conversation strategies. Early Years, 31(3), 257-270. https://doi.org/10.1080/09575146.2011.613805
Cecil, H., & Molnar-Main, S. (2015). Olweus Bullying Prevention Program: Components Implemented by Elementary Classroom and Specialist Teachers. Journal of School Violence, 14(4), 335–362. Taylor & Francis Group, DOI: 10.1080/15388220.2014.912956
Cheung, C. S., Pomerantz, E. M., Wang, M., & Qu, Y. (2016). Controlling and autonomy-supportive parenting in the united states and china: Beyond children's reports. Child Development, 87(6), 1992-2007. https://doi.org/10.1111/cdev.12567
Cook, J. (2013). Tease Monster: A Book About Teasing vs. Bullying. Boys Town Press.
Denham, S. A., & Burton, R. (1996). A social-emotional intervention for at-risk 4-year-olds. Journal of School Psychology, 34(3), 225-245. https://doi.org/10.1016/0022-4405(96)00013-1
Dix, T., Stewart, A. D., Gershoff, E. T., & Day, W. H. (2007). Autonomy and childrens reactions to being controlled: Evidence that both compliance and defiance may be positive markers in early development. Child Development, 78(4), 1204-1221. https://doi.org/10.1111/j.1467-8624.2007.01061.x
Ebbeck, M. & Yim, H. Y. B. (2009) Rethinking attachment: fostering positive relationships between infants, toddlers and their primary caregivers, Early Child Development and Care, 179:7, 899-909, DOI: https://doi.org/10.1080/03004430701567934
Hawkins, K., (2014). Teaching for social justice, social responsibility and social inclusion: a respectful pedagogy for twenty-first century early childhood education, European Early Childhood Education Research Journal, 22:5, 723-738, DOI: 10.1080/1350293X.2014.969085
Krechevsky, M. Mardell, B. & Romans, A. N. (2014). Engaging City Hall: Children as Citizens, The New Educator, (10)1, 10-20, DOI: 10.1080/1547688X.2014.868212
Krutzinna, J. (2022). Who is “The Child”? Best Interests and Individuality of Children in Discretionary Decision-Making. International Journal of Children’s Rights, 30(1), 120–145. https://doi.org/10.1163/15718182-30010005
Li, (2016). Social class, culture, and Asian children’s home and school literacy connection. In A. Anderson, J. Anderson, J. Hare & M. McTavish (Eds.). Language, Learning and Culture in Early Childhood: Home, School and Community Contexts (pp. 103-122). Routledge.
Marchak, K. A., & Hall, D. G. (2022). Children's understanding of proper names and descriptions. Journal of Child Language, 49(6), 1295-1306. https://doi.org/10.1017/S030500092100060X
Mehta, S. B., Cornell, D., Fan, X., & Gregory, A. (2013). Bullying climate and school engagement in ninth-grade students. The Journal of School Health, 83(1), 45-52. https://doi.org/10.1111/j.1746-1561.2012.00746.x
Ministry of Education, BC. (2000). Primary program: A framework for teaching. https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/resources/primary_prog.pdf
Ministry of Education. (2017). Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf
Nontell, L. (2021). Life of a wildflower: Reimagining meaningful learning through play-based pedagogy. Learning Landscapes, 14(1), 277-287. https://doi.org/10.36510/learnland.v14i1.1035
Pritchard, E. D. (2013). For colored kids who committed suicide, our outrage isn't enough: Queer youth of color, bullying, and the discursive limits of identity and safety. Harvard Educational Review, 83(2), 320-345. https://doi.org/10.17763/haer.83.2.7n07k41t2kn26708
Purcell-Gates, V., Lenters, K., McTavish, M., & Anderson, J. (2014). Purcell-Gates, V., Lenters, K., McTavish, M., & Anderson, J. (2014). Working with different cultural patterns and beliefs: Teachers and families learning together. Multicultural Education, 21(3/4), 17-22.
Rameka, L. K. (2011). Being Māori: Culturally relevant assessment in early childhood education. Early Years, 31(3), 245-256. https://doi.org/10.1080/09575146.2011.61422
Ritchie, J. (2016). Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity. Contemporary Issues in Early Childhood, 17(1), 78-91. https://doi.org/10.1177/1463949115627905
Salmon, A. (2008). Promoting a culture of thinking in the young child. Early Childhood Education Journal, 35(5), 457–461. https://doi.org/10.1007/s10643-007-0227-y
Shirakawa, Y., & Saracho, O. N. (2021). Froebel's kindergarten and its movement in germany and the united states. Early Child Development and Care, 191(7-8), 1164-1174. https://doi.org/10.1080/03004430.2020.1865338
Stylianou, M., Kulinna, P. H., Cothran, D., & Kwon, J. Y. (2013). Physical education teachers’ metaphors of teaching and learning. Journal of Teaching in Physical Education, 32(1), 22-45. https://doi.org/10.1123/jtpe.32.1.22
Weisner, T. (2016, Aug 15). What is the most important influence on child development? [Video]. Youtube. https://www.youtube.com/watch?v=gIZ8PkLMM
Weldemariam, K. & Wals, A. (2020). From autonomous child to a child entangled within an agentic world: Implications for Early Childhood Education for sustainability. In Elliott, S., Arlemalm-Hagsner, E., & Davis, J. (Eds.), Researching Early Childhood Education for Sustainability: Challenging Assumptions and Orthodoxies (pp. 13-24). Routledge.
Wohlwend, K. E. (2011). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.
Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: Critical questions about content, coherence, and control. Curriculum Journal (London, England), 27(3), 387-405. https://doi.org/10.1080/09585176.2015.1129981
Yoder, N. (2014). Teaching the whole child: Instructional practices that support social-emotional learning in three teacher evaluation frameworks. Research-to-practice brief. Center on Great Teachers and Leaders
Bennett, S. V., Gunn, A. A., Gayle-Evans, G., Barrera, E. S., & Leung, C. B. (2018). Culturally responsive literacy practices in an early childhood community. Early Childhood Education Journal, 46(2), 241-248. https://doi-org.ezproxy.library.ubc.ca/10.1007/s10643-017-0839-9
Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., & Skouteris, H. (2018). Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centers: A systematic review and meta-analysis. JAMA Network Open, 1(8), e185727-e185727. https://doi.org/10.1001/jamanetworkopen.2018.5727
Carr, M. (2011). Young children reflecting on their learning: Teachers’ conversation strategies. Early Years, 31(3), 257-270. https://doi.org/10.1080/09575146.2011.613805
Cecil, H., & Molnar-Main, S. (2015). Olweus Bullying Prevention Program: Components Implemented by Elementary Classroom and Specialist Teachers. Journal of School Violence, 14(4), 335–362. Taylor & Francis Group, DOI: 10.1080/15388220.2014.912956
Cheung, C. S., Pomerantz, E. M., Wang, M., & Qu, Y. (2016). Controlling and autonomy-supportive parenting in the united states and china: Beyond children's reports. Child Development, 87(6), 1992-2007. https://doi.org/10.1111/cdev.12567
Cook, J. (2013). Tease Monster: A Book About Teasing vs. Bullying. Boys Town Press.
Denham, S. A., & Burton, R. (1996). A social-emotional intervention for at-risk 4-year-olds. Journal of School Psychology, 34(3), 225-245. https://doi.org/10.1016/0022-4405(96)00013-1
Dix, T., Stewart, A. D., Gershoff, E. T., & Day, W. H. (2007). Autonomy and childrens reactions to being controlled: Evidence that both compliance and defiance may be positive markers in early development. Child Development, 78(4), 1204-1221. https://doi.org/10.1111/j.1467-8624.2007.01061.x
Ebbeck, M. & Yim, H. Y. B. (2009) Rethinking attachment: fostering positive relationships between infants, toddlers and their primary caregivers, Early Child Development and Care, 179:7, 899-909, DOI: https://doi.org/10.1080/03004430701567934
Hawkins, K., (2014). Teaching for social justice, social responsibility and social inclusion: a respectful pedagogy for twenty-first century early childhood education, European Early Childhood Education Research Journal, 22:5, 723-738, DOI: 10.1080/1350293X.2014.969085
Krechevsky, M. Mardell, B. & Romans, A. N. (2014). Engaging City Hall: Children as Citizens, The New Educator, (10)1, 10-20, DOI: 10.1080/1547688X.2014.868212
Krutzinna, J. (2022). Who is “The Child”? Best Interests and Individuality of Children in Discretionary Decision-Making. International Journal of Children’s Rights, 30(1), 120–145. https://doi.org/10.1163/15718182-30010005
Li, (2016). Social class, culture, and Asian children’s home and school literacy connection. In A. Anderson, J. Anderson, J. Hare & M. McTavish (Eds.). Language, Learning and Culture in Early Childhood: Home, School and Community Contexts (pp. 103-122). Routledge.
Marchak, K. A., & Hall, D. G. (2022). Children's understanding of proper names and descriptions. Journal of Child Language, 49(6), 1295-1306. https://doi.org/10.1017/S030500092100060X
Mehta, S. B., Cornell, D., Fan, X., & Gregory, A. (2013). Bullying climate and school engagement in ninth-grade students. The Journal of School Health, 83(1), 45-52. https://doi.org/10.1111/j.1746-1561.2012.00746.x
Ministry of Education, BC. (2000). Primary program: A framework for teaching. https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/resources/primary_prog.pdf
Ministry of Education. (2017). Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf
Nontell, L. (2021). Life of a wildflower: Reimagining meaningful learning through play-based pedagogy. Learning Landscapes, 14(1), 277-287. https://doi.org/10.36510/learnland.v14i1.1035
Pritchard, E. D. (2013). For colored kids who committed suicide, our outrage isn't enough: Queer youth of color, bullying, and the discursive limits of identity and safety. Harvard Educational Review, 83(2), 320-345. https://doi.org/10.17763/haer.83.2.7n07k41t2kn26708
Purcell-Gates, V., Lenters, K., McTavish, M., & Anderson, J. (2014). Purcell-Gates, V., Lenters, K., McTavish, M., & Anderson, J. (2014). Working with different cultural patterns and beliefs: Teachers and families learning together. Multicultural Education, 21(3/4), 17-22.
Rameka, L. K. (2011). Being Māori: Culturally relevant assessment in early childhood education. Early Years, 31(3), 245-256. https://doi.org/10.1080/09575146.2011.61422
Ritchie, J. (2016). Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity. Contemporary Issues in Early Childhood, 17(1), 78-91. https://doi.org/10.1177/1463949115627905
Salmon, A. (2008). Promoting a culture of thinking in the young child. Early Childhood Education Journal, 35(5), 457–461. https://doi.org/10.1007/s10643-007-0227-y
Shirakawa, Y., & Saracho, O. N. (2021). Froebel's kindergarten and its movement in germany and the united states. Early Child Development and Care, 191(7-8), 1164-1174. https://doi.org/10.1080/03004430.2020.1865338
Stylianou, M., Kulinna, P. H., Cothran, D., & Kwon, J. Y. (2013). Physical education teachers’ metaphors of teaching and learning. Journal of Teaching in Physical Education, 32(1), 22-45. https://doi.org/10.1123/jtpe.32.1.22
Weisner, T. (2016, Aug 15). What is the most important influence on child development? [Video]. Youtube. https://www.youtube.com/watch?v=gIZ8PkLMM
Weldemariam, K. & Wals, A. (2020). From autonomous child to a child entangled within an agentic world: Implications for Early Childhood Education for sustainability. In Elliott, S., Arlemalm-Hagsner, E., & Davis, J. (Eds.), Researching Early Childhood Education for Sustainability: Challenging Assumptions and Orthodoxies (pp. 13-24). Routledge.
Wohlwend, K. E. (2011). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. Teachers College Press.
Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: Critical questions about content, coherence, and control. Curriculum Journal (London, England), 27(3), 387-405. https://doi.org/10.1080/09585176.2015.1129981
Yoder, N. (2014). Teaching the whole child: Instructional practices that support social-emotional learning in three teacher evaluation frameworks. Research-to-practice brief. Center on Great Teachers and Leaders