text:
Because of that, on this website I have created an ongoing bibliography, ordered eclectically by topic, of countless resources that have influenced the development of Mother Goose on the Loose. It will be impossible to capture EVERYTHING, but at least this gives a good background.
Armbruster, Bonnie, F. Lehr, and J. Osborn. 2003. A Child Becomes a Reader: Birth Through Preschool. Jessup, MD: The Partnership for Reading: Bringing Scientific Evidence to Learning.
Arnold, R. 2003. “Public Libraries and Early Literacy: Raising a Reader: ALA’s Preschool Literacy Initiative Educates Librarians on How to Play a Role in Teaching Reading to Children.” American Libraries 34, no. 8: 49-51.
Bennett-Armistead, V. Susan, Neil K. Duke, and Annie M. Moses. 2005. Literacy and the Youngest Learner. New York: Scholastic.
Birckmayer, Jennifer. 2000-2001. “The Role of Public Libraries in Emergent and Family Literacy.” Zero to Three (December/January): 24- 29.
Birckmayer, Jennifer, Anne Kennedy, & Anne Stonehouse. From Lullabies to Literature: Stories in the Lives of Infants and Toddlers. Washington, DC: National Association for the Education of Young Children, 2008.
Celano, Donna and Susan B. Neuman, The Role of Public Libraries in Children’s Literacy Development: An Evaluation Report (Harrisburg: Pennsylvania Library Association, 2001): 9.
Colburn, Nell and Maralita Freeny, eds. . First Steps to Literacy at: http://www.worldcat.org/title/first-steps-to-literacy-library-programs-for-parents-teachers-and-caregivers/oclc/607784055, ALA.
Dresang, Eliza T., Kathy Burnett, Janet Capps, and Erika N. Feldman. “The early literacy landscape for public libraries and their partners.” Unpublished whitepaper supported by Project VIEWS: Value Initiatives in Early Learning that Work Successfully. A National Leadership Collaborative Planning Grant, Institute for Museum and Library Services (2011), 12-13.
Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, DHHS, Put Reading First: Helping Your Child Learn to Read (Washington, DC: US Government Printing Office, 2001).
Fields, M. V. & Spangler, K.L. (1995). Let’s begin reading right: Developmentally appropriate beginning literacy (3rd ed.). Englewood Cliffs, NJ: Merrill, Prentice Hall.
Ghoting, Saroj Nadkarni., and Pamela Martin-Díaz. 2006. Early Literacy Storytimes @ Your Library: Partnering With Caregivers for Success. Chicago: American Library Association.
International Reading Association. (1999). Beginning literacy and your child: A guide to helping your baby or preschooler become a reader. Newark, DE: Author.
International Reading Association and the National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Young Children, 53, 30-46.
Juel, Connie. “Learning to Read and Write: A Longitudinal Study of 54 Children from First through Fourth Grades,” Journal of Educational Psychology 80, no. 4 (1988): 437–47.
Katims, David S. 1994. “Emergence of Literacy in Preschool Children with Disabilities.” Learning Disability Quarterly 17, no. 1: 58-69.
Landry, Susan H., Paul R. Swank, Karen E. Smith, Michael A. Assel, and Susan B. Gunnewig. 2006. “Enhancing Early Literacy Skills for Preschool Children: Bringing a Professional Development Model to Scale.” J Learn Disabil 30, no. 4: 306-324.
Minkel, Walter. 2002. “It’s Never Too Early.” School Library Journal 48, No. 7 (July) 38-42.
Public Library Association/Association of Library Service for Children Early Literacy Project – submitted by Sara Laughlin & Associates, Bloomington, Indiana, August 2003.
Public Library Association (PLA) and Association for Library Service to Children (ALSC), Every Child Ready to Read @ Your Library (Chicago: American Library Association, 2004).
PLA and ALSC, Every Child Ready to Read: Teaching Parents and Caregivers How to Support Early Literacy Development (Chicago: ALA Editions, 2011).
Schickedanz, Judith A. Much More Than ABCs: The Early Stages of Reading and Writing (Washington, DC: National Association for the Education of Young Children, 1999).
Selmi, A.M., R. Gallagher, & E.R. Mora-Flores. 2015. Early Childhood Curriculum for All Learners: Integrating Play and Literacy. Los Angeles: SAGE.
Sonnenschein, Susan, Linda Baker, Robert Serpell, and Diane Schmidt. “Reading is a source of entertainment: The importance of the home perspective for children’s literacy development.” (2000).
Stoltz, D., Czarnecki, E.M., and Wilson, C. 2013. Every Child Ready for School. Chicago: ALA.
Teale, William. 2002. “Life and Literacy: Birth to Five.” Reported at the ALSC Leadership Institute in St. Louis, MO.
University of Washington ischool. “Valuable Initiative in Early Learning.” VIEWS2, UW Information School, 2017, views2.ischool.uw.edu/, accessed August 11, 2018. Dr. Eliza Dresang was the initiator and Principal Investigator of the VIEWS2 project.
Weigel, D.J., S.S. Martin, & K.K. Bennett. 2006. “Contributions of the Home Literacy Environment to Preschool-Aged Children’s Emerging Literacy and Language Skills.” Early Child Development and Care 176 (3-4): 357–78.
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and Teaching: Research reviews (pp. 77–117). Newark, DE: International Reading Association.
Beck, I. L., McKeown, M. G., & Kucan, L. (2003). Taking delight in words: Using oral language to build young children’s vocabularies. American Educator, spring issue: Washington, DC: American Federation of Teachers.
Demir, Ö. E., Rowe, M., Heller, G., Levine, S. C., & Goldin-Meadow, S. (2015). Developmental Psychology, 51, 161–175.
Hoff, Erika. 2003. “The Specificity of Environmental Influence: socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech.” Child Development 74, no. 5: 1368-1378.
Kagan, S. L., E. Moore, and S. Bredekamp. “Reconsidering children’s early development and learning: Toward shared beliefs and vocabulary.” Washington, DC: National Education Goals Panel (1995).
Kit, Chunyu. 2003. “How Does a Lexical Acquisition Begin? A Cognitive Perspective.” Cognitive Science 1, no. 1: 1-50.
Hart, Betty and Todd R. Risley, Meaningful Differences in the Everyday Experience of Young American Children (Baltimore: Paul H. Brookes, 1995). Betty Hart and Todd Risley’s groundbreaking research made the first scientific connection between early language exposure and intellectual development. It also was a pioneer in documenting disparities in ultimate educational achievement levels between children from different economic backgrounds.
Morgan, Paul L., George Farkas, Marianne M. Hillemeier, Carol Scheffner Hammer, and Steve Maczuga, “24-Month-Old Children with Larger Oral Vocabularies Display Greater Academic and Bahavioral Functioning at Kindergarten Entry,” Child Development 86, no. 5 (2015): 1351-1370.
Suskind, D., Suskind, B., & Lewinter-Suskind, L. 2015. Thirty Million Words: Building a Child’s Brain. New York: Dutton.
Wasik, B.A., & A.H. Hindman. 2015. “Talk Alone Won’t Close the 30-Million Word Gap.” Phi Delta Kappan 96 (6): 50–54.
Weisleder, A. & Fernald, A. 2013. “Talking to Children Matters: Early Language Experience Strengthens Processing and Builds Vocabulary.” Psychological Science 24 (11):2143- 2152.
Yu C, Ballard DH. A unified model of early word learning: integrating statistical and social cues. Neurocomputing.2007;70:2149–2165.
Blake, Kate. “Learning to Look Across Disciplines: Visual Literacy for Museum Audiences.” Visual Literacy Today. Accessed August 11, 2018. https://visualliteracytoday.org/learning-to-look-across-disciplines-visual-literacy-for-museum-audiences-by-kate-blake/.
Coles, Robert. “How to Look at a Mountain,” interview by Milton Esterow, ARTnews 92, no. 3 (March 1993): 92–99.
Diamant-Cohen, Betsy, and Dorothy Valakos. “Promoting Visual Literacy Using the Mother Goose on the Loose Program.” Public Libraries 46, no. 2 (2007).
Edmonds, Ernest and Linda Candy. “ Creativity, Art Practice, and Knowledge”. Communications of the ACM. (2002): 91-95.
Epstein, A. S. 2001. “Thinking about Art: Encouraging Art Appreciation in Early Childhood Settings.” Young Children 56 (3): 38–43.
Frey, Nancy; Fisher, Douglas. Reading and the Brain: What Early Childhood Educators Need to Know. Early Childhood Education Journal, v38 n2 p103-110 Aug 2010.
Harris, Alyson. “Visual Supports for Students with Autism.” New Horizons for Learning 10, no. 2 (2012). http://education.jhu.edu/PD/newhorizons/Journals/specialedjournal/Harris.
Jalongo, Mary Renck. Young Children and Picture Books, 2nd ed. (Washington, DC: National Association for the Education of Young Children, 2004).
Lambert, Megan. 2010. “Gutter Talk and More: Picturebook Paratexts, Illustration, and Design at Storytime.” Children and Libraries 8, no. 3: 36-46.
Lukehart, Wendy. 2010. “Playgrounds for the Mind: Drawn to Delight: How Picturebooks Work (and Play) Today.” Children and Libraries 8, no. 3: 32-35.
National Research Council. 2001. Eager to Learn: Educating our Preschoolers. Washington, DC: National Academy Press.
Sharon Shaffer, Preschoolers and Museums: An Educational Guide (Washington, DC: Smithsonian Early Enrichment Center, n.d.).
Snow, Catherine E., M. Susan Burns, and Peg Griffin, eds., Preventing Reading Difficulties in Young Children (Washington, DC: National Academy Press, 1998): 9–10.
Klanderman, N. Z. (1979). The development of auditory discrimination and performance of pitch, rhythm, and melody in preschool children. (Doctoral dissertation, Northwestern University, 1979). Dissertation Abstracts International, 40, 3177-A.
Pullen, Paige C., and Laura M. Justice. 2003. “Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children.” Intervention in School and Clinic 39, no. 2: 87-98.
Ruan, Y., Georgiou, G. K., Song, S., Li, Y., & Shu, H. (2018). Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis. Journal of Educational Psychology, 110(2), 180.
Applebee, Arthur N. 1989. The Child’s Concept of Story: Ages Two to Seventeen. Chicago, IL: University Of Chicago.
Emery, D.W. 1996. “Helping Readers Comprehend Stories from the Characters’ Perspectives.” The Reading Teacher 49, 534-541.
Fox, Carol. 1993. At the Very Edge of the Forest: the Influence of Literature on Storytelling by Children. London: Cassell. http://catalog.hathitrust.org/api/volumes/oclc/29635985.html.
Gurdon, Meghan Fox. (2019). The Secret Power of the Children’s Picture Book – Even infants get profound cognitive and behavioral benefits from sharing a vivid story. The Wall Street Journal 19 Jan 2019: C.3.
Zimmermann, Susan, and Chryse Hutchins. 7 keys to comprehension: how to help your kids read it and get it!. New York: Three Rivers Press, 2003.
Fox, Mem. 2001. Reading Magic: Why Reading Aloud to our Children Will Change Their Lives Forever. New York: Harcourt.
Gros‐Louis, J., West, M. J., & King, A. P. (2014). Maternal responsiveness and the development of directed vocalizing in social interactions. Infancy, 19(4), 385-408.
Gros-Louis, J., West, M. J., & King, A. P. (2016). The influence of interactive context on prelinguistic vocalizations and maternal responses. Language Learning and Development, 12(3), 280-294.
Hirsh-Pasek, K., Adamson, L., Bakeman, R., Golinkoff, R.M., Pace, A., Yust, P. & Suma, K. (2015). The contribution of early communication to low-income children’s language success. Psychological Science. 26, 1071-1083.
National Center for Educational Statistics, “Public School Kindergarten Teachers’ Views on Children’s Readiness for School,” Kindergarten Teacher Survey on School Readiness (Washington, DC: NCES, 1993), http://nces.ed.gov/quicktables/displaytableimage.asp?ID=QTFImage1280/, accessed July 27, 2017.
Snow, Pamela, and Martine Powell. Youth (in)justice: Oral language competence in early life and risk for engagement in antisocial behavior in adolescence. Trends & Issues in Crime and Criminal Justice No. 435 (April 2012), Australian Institute of Criminology, Criminology Research Council.
Association for Library Service to Children, and Public Library Association. Every Child Ready to Read @ Your Library. Chicago: ALSC/PLA, 2011.
Association for Library Services to Children and Public Library Association. 2011, May 4. Every Child Ready to Read Sneak Peek Webinar. Retrieved from http://www.everychildreadytoread.org/sneak-peek-webinar.
Leitão, Suze. “Talk to Your Baby!” Early Intervention 9: 1, 2007, p.21.
Neuman Susan and Donna Celano. 2010. An Evaluation of Every Child Ready to Read: A Parent Initiative.
Blair, Clancy. 2002. “School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry.” American Psychologist 57, No. 2 (February): 111-127.
Blair, Clancy, and Rachel Peters Razza. 2007. “Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten.” Child Development 78, no. 2: 647-663.
Brown, E., Benedett, B, & Armistead, M.E., (2010). Arts enrichment and school readiness for children at risk. Early Childhood Research Quarterly 25 (1), 112-124.
DeBaryshe, B.D., S. Yuen, and M.N. Ripke. School Readiness in Hawai’i. (Honululu: University of Hawai’I, 2008).
Halle, T., Zaslow., M., Zaff, J., Calkins, J., & Margie, N. 2000. “School Readiness: Helping Communities Get Children Ready for School and Schools Ready for Children.” Child Trends: Research Brief October 2001, Washington. This Research Brief is based on the executive summary of a longer Child Trends’ report, Background for Community-Level Work on School Readiness: A Review of Definitions, Assessments, and Investment Strategies by the above authors prepared for the John S. and James L. Knight Foundation.
Kagan, Sharon L., Evelyn Moore, and Sue Bredekamp, eds., Reconsidering Children’s Early Development and Learning: Toward Common Views and Vocabulary, report of the National Education Goals Panel, Goal 1 Technical Planning Group (Washington, DC: Government Printing Office, 1995).
Maryland State Department of Education. Children Entering School Ready to Learn: School Readiness Baseline Information. Baltimore, MD: Maryland State Department of Education, 2002.
Maryland State Department of Education. 2009. “Maryland Model for School Readiness (MMSR): Framework and Standards for Prekindergarten.” 6th ed. Revised Summer. Maryland State Department of Education.
Maryland State Department of Education/Ready at Five. 2013. The 2012-2013 Maryland School Readiness Report: Children Entering School Ready To Learn. Baltimore: MD.
Maryland State Department of Education. Maryland Early Learning Standards: Birth – 8 Years (Baltimore, MD: MSDE: Office of Early Childhood Development, 2016): 40, 135, 145, 150, 159. https://earlychildhood.marylandpublicschools.org/system/files/filedepot/4/msde-pedagogy-report-_appendix_2016.pdf, accessed August 11, 2018.
National Reading Panel. April 2000. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. http://www.nichd.nih.gov/publications/nrp/smallbook.htm Last accessed July 1, 2006.
National Research Council. 1999. Starting Out Right: A Guide to Promoting Children’s Reading Success. Washington, DC: National Academy Press.
Neuman, S.B., & K. Roskos. 2007. Nurturing Knowledge: Building a Foundation for School Success by Linking Early Literacy to Math, Science, Art, and Social Studies. New York: Scholastic.
New Jersey: Center for Family Services. School Readiness Goals (Camden, New Jersey: Center for Family Services, 2017). https://www.centerffs.org/headstart/school-readiness-goals, accessed August 11, 2018.
Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50, 471–491.
Stoltz, Dorothy, Elaine Czarnecki and Connie Wilson. Every Child Ready for School (ALA Editions, 2013).
Beckoff, Marc. 2001. Social Play Behavior: cooperation, Fairness, Trust, and the Evolution of Morality. Journal of Consciousness Studies 8, No. 2: 81-90.
Berger, A., Self-Regulation: Brain, cognition, and development. 2011, Washington, DC: American Psychological Association.
Bigelow, Ann E. 2001. “Discovering Self Through Others: Infants’ Preference for Social Contingency.” Bulletin of the Menninger Clinic 65, No.3: 335-346.
Blair, Clancy, and Adele Diamond. 2002. “Biological Processes in Prevention and Intervention: The Promotion of Self-Regulation as a Means of Preventing School Failure.” Development and Psychopathology 20, no. 3: 899-911.
Carlson, S.M., Social origins of executive function development. New directions for child and adolescent development, 2009. 2009(123): p. 87-98. Between two and three years of age, children demonstrate the ability to delay gratification in laboratory activities such as those where they are asked not to peek during a gift-delay task.
Diamond, A., 2013. Executive functions. Annual review of psychology, 64, p.135.
Duckworth, Angela Lee. Grit: The Power of Passion and Perseverance. Scribner, 2016.
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Families and Work Institute, IMLS, and School Readiness Consulting, Brain-Building Powerhouses: How Museums and Libraries Can Strengthen Executive Function Life Skills in the Making, Families and Work Institute, and Institute of Museum and Library Services, 2015), http:// mindinthemaking.org/download/museums-and-libraries.pdf.
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In this study, we sought to clarify the effect that rhyme has on young children’s short-term retention of story narratives. Sixty-four preschool children were read rhymed or nonrhyming versions of a short story where the semantic content differed only in the arrangement of lines across test stanzas. For each type of narrative, one half of the subjects attempted rote recitation of exact study language. The remaining subjects were asked to paraphrase semantic content. Analyses revealed that rhyme enhanced word-for-word recitation in correct sequential order, whereas nonrhyming presentations evoked initial facilitation of semantic paraphrase. The findings are discussed in terms of transfer-appropriate and levels-of-processing memory models.
Kenney, Susan. “Nursery Rhymes: Foundation for Learning.” General Music Today 19.1 (2005): 28-31.
The article considers nursery rhymes as the foundation for learning. It is said that nursery rhymes carry all the parts of language that lead to speaking and reading. Because rhymes are short, they are easy for children to repeat, and become some of the first sentences children utter. The rhymes expand vocabulary, exposing children to words they may not hear in everyday language. Most important to music educators is the fact that nursery rhymes prepare young children for future music study.
Lefebvre, P., Bolduc, J., & Pirkenne, C. (2015). Pilot Study on Kindergarten Teachers’ Perception of Linguistic and Musical Challenges in Nursery Rhymes. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 11(1).
According to Ezell and Justice (2005), by putting more emphasis on easier nursery rhymes, teachers might target only what children have already mastered, leaving less opportunity for new emergent literacy and music skills to develop. The results point to the necessity of improving educators’ training in regard to the use of nursery rhymes by focusing on the educational opportunities provided by linguistic and musical challenges in nursery rhymes, an important starting point for explicit instruction and scaffolding (Bruner, 1983).
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Reports a strong, highly specific relationship between young children’s knowledge of nursery rhymes and the development of phonological skills, which remained significant when differences in IQ and social background were controlled. Measures of nursery rhymes and alliteration were related to early reading skills. (Author/NH) study was longitudinal, starting when the children were 3 years old.
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Opie, I, and Opie P. (eds) 1980. The Oxford Dictionary of Nursery rhymes. Oxford: Oxfored University Press– have enlightened all with their comprehensive research into heir origins and place in history and development of children’s literature.
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Nursery rhymes have been used in teaching English to children for a long time and for a variety of reasons, including linguistic, cognitive, affective, and cultural ones. However, because many rhymes were created more than a hundred years ago, when society cherished somewhat different values from those in the modern day, care should be exercised when choosing the rhymes to be used in teaching modern-day children.
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The preschool years are critical to the development of emergent literacy skills that will ensure a smooth transition into formal reading. Phonological awareness, print awareness, and oral language development are three areas associated with emergent literacy that play a crucial role in the acquisition of reading. This article presents an overview of these critical components of emergent literacy. The overview includes a brief review of recent research and provides strategies for developing phonological awareness, print awareness, and oral language in the preschool classroom.
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Rollin, L. (1992). Cradle and All: A cultural and Psychoanalytic Reading. Jackson: University Press of Mississippi. – explores the potential of nursery rhymes in cultural and analytic terms.
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“The rhythmical components of music with its accompanying speech afford rich opportunities for exploring mathematical concepts through experiences with beat, meter, duration of sounds, rhythmic patterns, and tempo.” Includes musical activities that have embedded mathematics.
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These ideas were taken from a Google document accessed via a link on Brytani’s Storytime Underground post above (https://docs.google.com/document/d/1Umh2DubG-L83wnQqix_JF0FvA2qFdAOeenxIdjAC9fQ/edit/) titled “GuerillaStoryTime Idea—J Meeting 01/01/17,” accessed August 11, 2018.
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