Seo, K.-H., and Ginsburg, H.P. (2004). What is developmentally appropriate in early childhood mathematics education? In D.H. Clements, J. Sarama, and A.M. DiBiase (Eds.), Engaging Children in Mathematics: Standards for Early Childhood Mathematics Education (pp. 91-104). Mahwah, NJ: Erlbaum.

Serbin, L.A., and Connor, J.M. (1979). Sex-typing of children’s play preferences and patterns of cognitive performance. The Journal of Genetic Psychology, 134, 315-316.

Siegler, R.S., and Ramani, G.B. (in press). Playing board games promotes low-income children’s numerical development. Developmental Science.

Silver, R.B., Measelle, J., Essex, M., and Armstrong, J.M. (2005). Trajectories of externalizing behavior problems in the classroom: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology, 43, 39-60.

Simon, M. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26, 114-145.

Skibbe, L., Behnke, M., and Justice, L.M. (2004). Parental scaffolding of children’s phonological awareness skills: Interactions between mothers and their preschoolers with language difficulties. Communication Disorders Quarterly, 25(4), 189-203.

Smith, C.L., Wiser, M., Anderson, C.W., and Krajcik, J., (2006). Implications of research on children’s learning for standards and assessment: A proposed learning progression for matter and the atomic molecular theory. Measurement: Interdisciplinary Research and Perspectives, 4(1 & 2), 1-98.

Sophian, C. (2002). Learning about what fits: Preschool children’s reasoning about effects of object size. Journal for Research in Mathematics Education, 33, 290-302.

Sophian, C. (2004). Mathematics for the future: Developing a Head Start curriculum to support mathematics learning. Early Childhood Research Quarterly, 19(1), 59-81.

Sowell, E. (1989). Effects of manipulative materials in mathematics instruction. Journal for Research in Mathematics Education, 20, 498-505.

Sprafkin, C., Serbin, L.A., Denier, C., and Connor, J.M. (1983). Gender-differentiated play: Cognitive consequences and early interventions. In M.B. Liss (Ed.), Social and Cognitive Skills: Gender Roles and Children’s Play. New York: Academic Press.

Starkey, P., Klein, A., and Wakeley, P. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19, 99-120.

Starkey, P., Klein, A., Sarama, J., and Clements, D.H. (2006). Preschool Curriculum Evaluation Research. Paper presented at the American Educational Research Association.

Steffe, L.P., and Wiegel, H.G. (1994). Cognitive play and mathematical learning in computer microworlds. Journal of Research in Childhood Education, 8(2), 117-131.

Stevenson, H.W., and McBee, G. (1958). The learning of object and pattern discriminations by children. Journal of Comparative and Physiological Psychology, 51(6), 752-754.

Stiles, J., and Stern, C. (2001). Developmental change in spatial cognitive processing: Complexity effects and block construction performance in preschool children. Journal of Cognition and Development, 2, 157-187.

Taylor, B.M., Pearson, P.D., Peterson, D.S., and Rodriguez, M.C. (2003). Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal, 104, 3-28.

Teaching Strategies, Inc. (2001). Creative Curriculum®. Available: http://www.creativecurriculum.net/index.cfm [accessed February 2008].

Thomas, B. (1982). An Abstract of Kindergarten Teachers’ Elicitation and Utilization of Children’s Prior Knowledge in the Teaching of Shape Concepts. Unpublished manuscript, School of Education, Health, Nursing, and Arts Professions, New York University.

Thomas, G., and Ward, J. (2001). An Evaluation of the Count Me in Too Pilot Project. Wellington, New Zealand: Ministry of Education.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement