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].
Goldstein, T. R., & Lerner, M. D. (2018). Dramatic pretend play games uniquely improve emotional control in young children. Developmental Science, 21(4).
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.
Joseph, G.E., Strain, P., Yates, T., Ph.D., & Hemmeter, M.L. (2010). Social emotional teaching strategies (presentation). The Center on the Social and Emotional Foundations for Early Learning.
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.
Thompson, S. D., & Raisor, J. M. (2013). Meeting the sensory needs of young children. Young Children, 68(2), 34-43.
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.