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Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198.
De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105-134.
Fisher, A.V., Godwin, K.E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological Science, 25(7), 1362-1370.
McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth-and fifth-grade students. The Elementary School Journal, 109(3), 267-281.
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.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
Thompson, S. D., & Raisor, J. M. (2013). Meeting the sensory needs of young children. Young Children, 68(2), 34-43.
Van Merrienboer, J. J., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development, 53(3), 5-13.
Zosh, J. M., Lytle, S. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2017). Putting the education back in educational apps: How content and context interact to promote learning. In R. Barr, D.N. Linebarger (eds.), Media Exposure During Infancy and Early Childhood (pp. 259-282). Switzerland: Springer.
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