Return to Pretending strategy page.
Bodrova, E., & Leong, D.J. (2005). Self-regulation: A foundation for early learning. Principal, 85(1), 30-35.
Carlson, S.M. (2016, May 16). The Batman effect: What my research shows about pretend play and executive functioning [Blog post].
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.
Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31(2), 79-92.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
National Association for the Education of Young Children. (2009). NAEYC position statement: Developmentally appropriate practice in early childhood programs serving children from birth through age 8.
Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763-782.
Ramani, G.B., & Eason, S.H. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan, 96(1), 27-32.
Russ, S. W. (2003). Play in child development and psychotherapy: Toward empirically supported practice. Routledge.
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152.
Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.