Anning, A., & Ring, K., (2004). Making sense of children’s drawings. Open University Press.
Bee, H., & Boyd, D., (2007). The developing child (11th Ed.). Pearson Education: Allyn and Bacon.
Bowlby, J. (1969). Attachment and loss Volume 1: Attachment. New York: Basic Books.
Gundreson, E.A. Levine S.C. (2011) ‘Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal-number knowledge’, in Developmental Psychology, volume 14
Hart, B. and Risley, T.R. (1995) Meaningful Differences in the Everyday Experience of Young American Children. Paul H Brookes Publishing Co, Baltimore, Maryland USA.
Language and literacy
Whitehurst, G.J., Falco, F.L., Lonigan,C.J., Fischel, J.E., deFarshe, B.D., Valda-Menchaca, M.C. and Caulfield, M. (1988), ‘Accelerating language development through picture book reading’, Developmental Psychology, volume 24, pages 552–558.
Whitehurst, G.J., Arnold, D., Epstein, J.N., Angell, A.L., Smith, M. and Fischel, J.E. (1994), ‘A picture book reading intervention in day care and home for children from low-income families’, Developmental Psychology, volume 30, pages 679–689.
Wasik, B.A. and Bond, M.A. (2001), ‘Beyond the pages of a book: Interactive book reading and language development in pre-school classrooms’, Journal of Educational Psychology, volume 93, pages 243–250.
Wasik, B.A., Bond, M.A. and Hindman, A. (2006), ‘The effects of a language and literacy intervention on head start children and teachers’, Journal of Educational Psychology, volume 98, pages 63–74.
Biemiller, A. (2003) ’Vocabulary: needed if more children are to read well.’ Reading Psychology, 24:323-335.
Bunce, B.H. (1995), Building a language-focused curriculum for the pre-school classroom, Vol 11: A planning guide, Baltimore: Paul H. Brookes Publishing Co.
Beck, I. L., (2006). ‘Encouraging young children’s language interactions with stories’, Handbook of Early Literacy Research, 281.
Dale, P., Crane-Thoresen, C., Notari-Syverson, A. and Cole, K. (1996), ‘Parent-child storybook reading as an intervention technique for young children with language delays’, Topics in early Childhood Special education, pages 16, 213–235.
Dickinson, D. K., & Tabors, P. O. (2001). ‘Beginning literacy with language: Young children learning at home and school’, Brookes Publishing: Baltimore, MD. Source: Young children, Volume: 57 Issue: 2, pages 10–18, Published: Mar 2002.
Dickinson and Tabors (2001), Young children, volume: 57, Issue 2 (March 2002), pages 10–18.
Dockrell, J., Stuart, M. and King, D. (2004), ‘Supporting oral language skills in the early years’, Literacy Today.
Dockrell, J.E., Stuart, M. and King, D. (2006), ‘Implementing effective oral language interventions in pre-school settings: no simple solutions’, in Ginsbourg, J. and Clegg, J., Language and Social Disadvantage, Wiley.
Dockrell, J., Stuart, M. & King, D. (2006) Supporting oral language skills in the early years. Literacy Today.
Hargrave, A. and Senechal, M. (2000). ‘Book reading intervention with pre-school children who have limited vocabularies: the benefits of regular reading and dialogic reading’, Early Childhood Research Quarterly, volume 15, pages 75–90.
Lonigan, C.J. and Whitehurst, G.J. (1998), ‘Relative efficacy of parent and teacher involvement in a shared-reading intervention for pre-school children from low income backgrounds’, Early Childhood Research Quarterly, volume 13, pages 263–290.
Rice, M. and Wilcox, K.A. (Eds., 1995), Building a language-focused curriculum for the pre-school classroom, Volume 1: A foundation for lifelong communication, Baltimore: Paul H. Brookes Publishing Co.
Roulstone S., Law, J., Rush, R., Clegg, J., Peters, T. (2011) Investigating the role of language in children’s early educational outcomes, DfE Research Report DFE-RR134, University of the West of England, Bristol.
Wasik, B.A., Bond, M.A. & Hindman, A. (2006) ‘The effects of a language and literacy intervention on head start children and teachers’, Journal of Educational Psychology, 98, 63-74.
Whitehurst, G.J., Arnold, D., Epstein, J.N., Angell, A.L., Smith, M. & Fischel, J.E. (1998) ‘A picture book reading intervention in day care and home for children from low-income families’, Developmental Psychology, 30, pp.679-689.
Alibali, M., & DiRusso, A. A., (1999). ‘The function of gesture in learning to count: More than keeping track’, Cognitive Development, 14(1), 37-56
Anderson, A., Anderson, J., & Shapiro, J., (2004). ‘Mathematical discourse in shared storybook reading’, Journal for Research in Mathematics Education, 35(1), 5-33.
Elfer, P. (2002b). ‘Nurseries and emotional well-being: evaluating an emotionally containing model of professional development’, Early Years: journals of international research and development. 27(3), 267-279.
Gifford, S. (2004). ‘A new mathematics pedagogy for the early years: in search of principles for practice’, International Journal of Early Years Education, 12(2), 99-115.
Trevarthen, C. (2000). ‘Musicality and the intrinsic motive pulse: Evidence from human psychobiology and infant communication’, Musicae Scientiae, 2(2; SPI), 155-215.
Geoghegan, L. (2002), Singing Games and Rhymes for Tiny Tots; Glasgow NYCoS
Geoghegan, L. (2000, revised ed), Singing Games and Rhymes for Early Years;Glasgow NYCoS
Beth Hill & Michael Stocks: Inside Music – Early Years Voices Foundatio
Vinden,D. & Rowsell, C.(2008): Jolly Music (Beginners – Reception)Teaching music skills to children through singing. Published by Jolly Learning Ltd, 2008
Flohr,J.W. (2005) The Musicical Lives of Young Children; New Jersey; Pearson Education Inc
Tafuri,J. (2008) Infant Musicality; New research for educators and parents Farnham, Surrey; Ashgate Publishing Ltd
Young, S. (2009); Music 3-5;
Young, S. (2003); Music with the under fours; London, RoutledgeFalmer
Young, S. and Glover, J. (1998) Music in the early Years Abingdon, UK; RoutledgeFalmer
The child protection system in England: a useful factsheet from NSPCC
Principles into Practice cards, originally released alongside the 2008 EYFS, but still relevant to settings today.
Learning and Play: a quick fun guide for parents on the value of play, with activity ideas and tips
Early Home Learning Matters: our hugely popular best practice guide on working with parents to achieve effective parental involvement
Is it Legal: easy access to dissolving the myths around what is and isn’t legal for families and children
From Breakfast to Bedtime: helps parents of very young children get through the day
The Children are Unbeatable Alliance and The Global Initiative to End All Corporal Punishment of Children offer advice pages to promote positive discipline, rather than resorting to physical punishment
Encouraging better behaviour: A practical guide to positive parenting and Keeping your cool: Advice for parents on managing stress and anger are useful NSPCC resources to help parents make the right decisions.
GroBrain offer range of resources for professionals working with parents of babies 0-1, to support attachment and healthy brain development
Words for Life offers a range of excellent resources for helping children to develop reading and language skills, helpfully broken down into age ranges.
Muddyfaces have produced a free guide to to help increase the understanding and confidence of practitioners aiming to develop mud play and mud kitchens with groups.
The Department for Education has the cards provided under the 2008 EYFS available for download which still contains some useful information, and you can access the May 2008 version of the EYFS here
Gussin Paley, V. (2005) A Child’s Wok, The Importance of Fantasy Play, University of Chicago Press.