I want to correct my research in terms of grammar mistakes, and I want the whole research in the past.

also, I want my research to APA style.

 

 

Paramount Ways to Develop and Promote Resilience in Young Children

Reem Alreasidi

Dr. Kathy Hoover

EDT667

 

 

 

 

University of Dayton

Dayton, OH

December 2016

 

 

 

 

 

Paramount Ways to Develop and Promote Resilience in Young Children

 

ABSTRACT[KH1] 

When children engage is social and academic settings, fights, disagreements, and arguments are common. For young children, a balance between learning at home and learning at school is very important. The research focuses on observing a 15-20 children of ages 4 to 5 years with mixed genders and from various ethnic background. The participants will be observed in a number of educational and play settings. Children will be observed at home during their individual play as well as in schools during their activities in groups. A qualitative approach would be implemented for this study to understand the ways that prevent resilience in children. Children would also be asked informal questions about their behavioral engagements. Best ways to foster resilience in children would be identified using intervention techniques applied in the research.

 

Keywords: Resilience, Social Development, Cognitive Development

 

 

 

 

 

 

 

 

Children are the future of any nation. The positive development of children at young ages matters most because that is when children learn the quickest and are able to adapt to things around them. Development of resilience leads to children’s well-being and academic achievement in the early years of their lives(Ashdown & Bernard, 2012). My research paper focuses on the social, emotional, and academic learning of young children in an effort to identify the best ways to develop resilience. Learning at home or in early child care schools where children spend most of their time learning and developing skills. 

Statement of the Problem

                Parents play a significant role in children’s early development and learning at home(Macfarlane & Cartmel, 2008). Home culture has a substantial effect on children’s positive (or not so positive) development and learning. While some children are shy and sensitive, others are confident and outgoing. As they transition from home to school, teaching has to be aimed at the child’s long-term success for schools and society(Israelashvili & Wegman-Rozi, 2003). The achievement strategies including social, emotional, cognitive, and academic achievements must be focused on effective learning in all areas[KH2] (Peter J. Pizzolongo & Amy Hunter, 2011). The emergence of resilient behavior in and outside of the classroom and the ways in which to achieve it, arethe main focus of this research. 

Purpose

                The purpose of my action research study is to find out about resilience in 4[KH3] -5 year olds through competence, motivation and play.

1.        How does resilience emergein young children and what behavioral aspects are driving forces for resiliency?

2.        How do notions of motivation, competence, and achievement play out in positive development of young children?

3.        What are some of the best ways to foster resilience social academic learning in preschool?  

Review[KH4]  of the Literature

Resilience is very essential in all settings of interaction. Usually children get their early childhood education at home where parents are the primary teachers and caretakers. They teach the children to be resilient in different aspects of life. Atearly ages, children get a sense of attention from many different people at home which decreases in number as the child gets older (Israelashvili & Wegman-Rozi, 2003). There are a number of books, articles and studies in the literature that shed light on the importance of resilience in children in every setting. This section of the document is intended to provide an in depth review of the literature related to childhood education and resilience in a variety of everyday settings. Review of the best ways to increase resilience in children and intervention techniques in light of the literature is shown.

Resilience in Children

According to the American Psychological Association, “resilience is the ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress” (Peter J. Pizzolongo & Amy Hunter, 2011). In today’s world, children are more often than not exposed to complex interactions among peers, classmates, teachers and people around them. In addition to that, the environmental circumstances also play a vital role in promoting resilience issues in children(Israelashvili & Wegman-Rozi, 2003). These issue have to be addressed on the basis of education, counseling, training, and effective intervention techniques. Prince-Embury and Saklofske have showna three-factor theory of personal resiliency which revealed some of the important attributes of resilient behavior. The authors showed that those attributes were reflective of three developmental systems, Sense of Mastery, Sense of Relatedness, and Emotional Reactivity (Prince-Embury & Saklofske, Resilience Interventions for Youth in Diverse Populations, 2014). The authors focused on the psychological process of one’s personality traits rather than physical or cognitive processes. The three developmental systems are described in this section.

Sense of Mastery

All children are unique and their sense of mastery and efficacy towards a certain event or an activity is dependent on the sense of motivation they have. Children tend to compete in a competitiveenvironment to not only fulfill their natural desires, but also to accomplish something among their peers(Macfarlane & Cartmel, 2008). Researches have shown that the sense of competence is very important for children because it prevents them from developing social, behavioral and emotional problems when interacting with people (Prince-Embury & Saklofske, Resilience Interventions for Youth in Diverse Populations, 2014). The sense of mastery initiates self-confidence and determination in children who then tend to be much more resilient in different settings.

When children are challenged in different ways, they tend to show their full potential to overcome those challenges. The activities that children do not have any prior exposure or experience with is something that is very beneficial for them. Whether it be a computer game or an outdoor sport, children are forced to overcome those challenges. This ability enhances the resilience within them and prepares them for future challenges in life. When children master something, they not only understand the process of learning, but also see those challenges as positive challenges rather than adversities (Prince-Embury, Assessing Personal Resiliency in School Settings: The Resiliency Scales for Children and Adolescents, 2015).

Sense of Relatedness

Children at young ages tend to relate their learning and experiences to people around them including their parents, teachers, and peers. During the early childhood development, parents build a sense of trust and harmony with their children(Macfarlane & Cartmel, 2008). These parenting skills and caretaking strategies help as interventions which are aimed to increase the sense of relatedness in children. The moral and ethical values, tolerance, and respect is much needed from parent’s side to ensure that children are much more resilient in their daily interactions with teachers at schools, or their peers within the classrooms (Prince-Embury & Saklofske, Resilience Interventions for Youth in Diverse Populations, 2014). These strategies serve as a first step in social support of a child. Children look for people outside of their home who they can trust, be friends with, and share a sense of harmony and tolerance with.

A.      Emotional Reactivity

The[KH5]  researchers define emotional reactivity as one of the most important aspects of resilience because it shows how an individual will react to the adverse circumstances or tolerance issues when they experience it (Peter J. Pizzolongo & Amy Hunter, 2011). The children’s ability to express their feelings and have a negative emotional response to a certain event hold significant importance. It is very important for the parents, as early childhood educators, to aim at reducing emotional reactivity in children in an effort to increase personal resiliency (Prince-Embury & Saklofske, Resilience Interventions for Youth in Diverse Populations, 2014). If the youth is upset or has high emotional reactivity to the adverse circumstances, the functional abilities are negatively affected. While it is normal for some children to express their negative emotions at times, parents and teachers should be able to address those emotions in order to guide children towards the positive personal development.

Some children are very sensitive while others are more confident and outgoing. It is the responsibility of the parents and school teachers to understand the strengths and weaknesses of children and to address them accordingly. Based on the type of situation, the counseling and activitiesshould be initiated to break negative emotional reactivity. This allows the children to be less vulnerable to the effects of rigidness and be more resilient in their behavior towards others.

The Emergence and Importance of Resilience

It is natural that people face many difficulties and challenges in life. While humans have the capacity to face those life challenges, necessary practices, learnings and trainings are important to ensure resilient behavior in every walk of life. Young children are more vulnerable to high-tempered and intolerant behaviors. This is because their ability to think things through and understand them is much less developed than an adult. Children have unique cognitive, behavioral, social, and emotional tendencies(Ashdown & Bernard, 2012). They do face stress and trauma at different stages of life. This can be due to poor attention from their parents, not having many friends, inferiority complex, or other reasons. Resilient behavior helps them overcome the negative effects of trauma and stress (Peter J. Pizzolongo & Amy Hunter, 2011). Researchers have shown that the early childhood periodis the best time to learn and promote resilient behavior (Masten & Gewirtz, 2006). This is the period when children are involved in early childhood education at home and in school(Aina & Cameron, 2011). The responsibility lies on early educators such as parents, guardians and teachers to develop resilience to foster positive interactions and relationships. Healthy cognitive, social, emotional and physical development help the children to adapt to adversities in life.

Fostering resilience in children

Some children are strong and resilient when it comes to interacting with others, learning, facing life challenges, and establishing their educational and career paths(Aina & Cameron, 2011). Others tend to express negative emotions and intolerant behaviors when they face adversity in their lives. Social and emotional trauma is something that can only be achieved if resiliency is learned and established in the first place(Ashdown & Bernard, 2012). Without that, children are more vulnerable to collapse or making bad choices for themselves. A number of ways to foster resiliency in children is shown in the literature. Some of the best ways are presented in detail in this section.

Self-Awareness and Confidence

Self-awareness starts at home when children start to learn their strengths and weaknesses when experiencing small activities and tasks. The involvement of a caring adult, parent, teacher or a caretaker is very important in building the sense of self-identification and confidence. The caretaker has to serve as a role model because children tend to learn by observing actions happening around them. Being there for children’s challenges and their ability to react to different situations is very essential for a caretaker(Petty, 2014). Children need to know that there is somebody around them who is able to help them, correct them, or assist them in any difficulty they face. Constant supervision and mentorship help the children to learn their own abilities and be confident in what they do. This is because their positive actions and achievements are somehow endorsed by the caretaker.

Listening and Empathy

Being a good listener and being available to the children is another way of establishing resilience in young children. Children tend to find adults who can answer their questions or listen to their stories. The empathetic emotions toward the child from the caregiver is important for children’s positive development and resilient behavior (Petty, 2014). They author suggests that the caregiver should use phrases such as “I’ve got a whole minute to listen to you and I really want to hear your story.” or, “Sometimes I go too fast so ask me to slow down and hear your words.” (Petty, 2014). These positive instances allow the children to not only build a level of trust and acknowledgement, but also learn to be resilient by seeing an example around them.

Responsibility

Early childhood educators should teach the children to learn and develop a sense of responsibility to themselves and others around them. As children grow older, parents teach them to participate in actions that show responsibility of self, others, and the environment. Children are taught to keep their spaces cleaned, to care for public spaces, to help one another, and to care for pets and natural resources (Petty, 2014). In order for children to learn resilience in their lives, they have to be taught their responsibility towards themselves, people around them, and the society they live in.

 

 

Accountability

Self-accountability and evaluation is a key aspect of learning and developing positive attitudes and behaviors. These attitudes and behaviors help share one’s interpersonal and intrapersonal relationships and ideologies (Aina & Cameron, 2011). Researchers have shown that children should practice accountability of their own actions and of others around them when involved in different tasks (Mykkänen, Kronqvist, & Järvelä, 2013). In an event of a sudden change or adverse circumstances, accountability is very important. Expectations at each stage of learning and development are given for the children to know what they are accountable for. Children become more resilient when they practice accountability of their negative behavior towards others.

Participation and Teamwork

Participation in classroom and outdoor activities gives the children a sense of competition and responsibility towards achievements and goals. Caregivers should ensure that children participate in youth groups, activities, and sports where they make themselves stand out from others based on their performance(Petty, 2014). Teamwork allows the children to be more patient with others and learn to compromise when necessary. Understanding and appreciating others’ perspectives and opinionspromotes a sense of resilience and flexibility at early ages.

Family involvement in learning

In today’s fast world of technology and communication, parents and family members ignore the importance of their involvement into their children’s everyday life. Parents and family members are the closest to a child and they are able to understand child’s psychology and strengths. Family involvement nurtures children’s cognitive, social, and emotional development especially in the midst of fewer life resources (Morrison, Storey, & Zhang, 2015). The authors have shown that the child who has seen poverty and hashad fewer resources relies more on their family involvement to help them through the educational and learning process. For well-off families where availability of resources is not a problem, parents and family members tend to provide all the luxuries of life to their children except for their own time. Children get more involved in the worldly things not realizing the importance of resilience, patience, and relationships in their lives.

In classroom settings, teachers should be able to incorporate and promote learning environments where the family members of the children are involved. This allows the children to be confident of their work and they tend to achieve higher goals to make their family happy and proud (Morrison, Storey, & Zhang, 2015). Cultural awareness and customs that a family practices are also showcased by their involvement in their children’s learning process. There has to specific activities where family members not only act as passive participants but also take active part in their children’s learning process (Mykkänen, Kronqvist, & Järvelä, 2013). Children at adolescent ages specifically exhibit a sense of empowerment and confidence when their family members, especially parents, take part in their learning and development activities.

Role of Teachers/Administrators

Teachers and administrators of the educational institutions play a vital role in building resilience in children. Teachers and administrators’ relationship with the parents of children have to be fostered in order to have a positive effect on the development of young children. Researchers suggest that the family’s involvement and communication with teachers and staff members is grouped into four components; staff and family communication, family-child collaboration, teacher-family relationship, and community connections (Morrison, Storey, & Zhang, 2015). It is the teachers’ responsibility to incorporate these four components when engaged in the learning process for children. There has to be strong connection between the teachers, staff, and the family members. Events such as family bulletin boards, family-teacher conferences, interactive outdoor activities and so on must be designed and organized as part of classroom learning.

METHODOLOGY

The research methodology for this study will be based on the qualitative approach. Numerous[KH6]  children will be observed in a number of specific settings which would be analyzed in terms of quality of the observations. Those observations will be analyzed in terms of children’s responses to certain plays and activities. For this study, the quantitative approach cannot be applied because it is difficult to formally get survey responses from young children. However, informal questions and observations would reveal qualitative data for this study.

Participants

The[KH7]  participants in this study would be 4 to 5-year old children. About 15-20young children will be observed for this study.Participants would be selected as a combination of both male and female gender. Additionally, the participants would be selected randomly regardless of the ethnicity or cultural background of the children. In order to address the behavioral aspects pertaining to resilience in young children. At these young ages, children show exploration, motivation, and competence which would be significant in answering the research questions of this study.

Setting

For this study, the observations for the children would take place at multiple settings such as during play, during kindergarten class settings, and other educational activities. Initially, the children will be observed in classroom while studying. They will also be observed during their break time in school when they interact with other children. Observations and informal interviews will be conducted during an outdoor activity children are involved in. children would also be observed during their interaction with their parents. These diverse settings would provide a better way of analyzing resilience in children. 

Most of the observations in the school will be done during the day time (morning and afternoon) when children are in school. This will only be possible during the week days. As far as the observations with the family and outdoor activities, those can be done during evening hours and on the weekends. The exact timings will be discussed with the teachers in schools. Similarly, parents will be contacted to inquire the timings on the weekends that suits them for observation.

Ethics-Fair and Unbiased Research

In the light of the instruction and the policies from the University Institutional Review Board (IRB), all participants will be treated fairly during the observation and the interview process. A set of observations will be written ahead of time which would be same for all children. Additionally, the interview questions and conversations will also be same for all children. There will be no discrimination among the children based on their behaviors, actions, and answers to questions (Mykkänen, Kronqvist, & Järvelä, 2013). The privacy of the children’s actions, their views and answers will be kept and the data will only be used for research purposes. Also, the teachers at school and the parents of children will be kept in the loop for any permissions and/or information about the children.

Permission to conduct this research will be acquired by the University Institutional Review Board (IRB). Similarly, permission from schools to observe children in class setting will be obtained as well. The observation strategies and interview questions will be shared with the teachers to ensure they are in agreement to that. Parents of children will be contacted to get their permissions and arrange observations for the research. Parents will also be given much details about the study and about being fair to all children chosen for the study. This will allow fair and honest participation from all the participants in addition to the willingness of their parents and teachers.

Data Collection

Teacher Interview

Data will be collectedbased observation and interviews from teachers (Prince-Embury, 2015). According to the research question for this research, the questions will be prepared. There will be both closed and open ended questions to give the interviewee a flexibility in their answers. Additionally, the interviewer would also be able to gain much information which was not predicted from the questions. This will enlarge the scope of the research and better findings about students and their behavior and resilience in classroom and outdoor activities will be obtained from the teachers. Teachers’ experiences will be audio recorded as well as in terms of notes. The notes will have a rough structure to it which may change a bit depending on the answers from the interviewees.These methods would enable me to get good data from the interviews pertaining to child-teacher relationship and resilience in children in classroom (Petty, 2014). The impact of the data will be shown when teachers participate in data collection. The interview questionnaire would consist of approximately 10-12 questions and each interview would last about 30-40 minutes. The selected time is selected to ensure that teachers are comfortable speaking about the children and their behavior in a concise time limit.

Observation

In order to understand the extent of resilience, I would also look for things or actions that show aggressive behavior towards others. When children are playing in a group, their leadership, inclusive nature, and behavior will be observed to understand the personality of each child. When I observe the children in the classroom, I will look for their engagement with others, their behavior, and how they handle rejections of their work. Additionally, I will look for the passion towards working in a team, their participation, leadership, and the ability to communicate with others in the group.

Student Work Samples

For the student work samples in their portfolio, I will look for their work in an art class. In their drawing art, I will look for things that show inclusive behavior towards others especially friends and family. This will inform me about how much importance they give to the people around them. Also, the art work would also reveal equality and appreciation of others including other children. The relationship of the children with their teachers is very important for my research, so I will also focus on the things children write about their teachers (Prince-Embury, 2015). The love and affection for teachers can be revealed form the writings and artwork of the children.

Field Journal

Keeping a field journal in a research can be very helpful especially in an action research when you are observing children and constantly gaining information from people. It is important to be equipped with a journal where things are somewhat structured before observing children, their activities and actions. Significant amount or quality data can be lost if a field journal is not prepared and used every time. In the literature, the importance of field journal is shown while collecting different types of data for qualitative and quantitative research (Ashdown & Bernard, 2012). Findings can be summarized at short intervals to ensure that everything required for the research is covered in a timely manner.

Results

Teacher Interview

The teacher was interview to obtain the data about children’s behavior and actions in the classroom. The teacher was asked about children’s general behavior in class, to which she responded that the children are helped to develop skills by showing them breathing strategies, standing up for selves by using words, and working out conflicts with each other. The teacher was also asked about the children’s interaction with one another, the teacher responded that they call names to line up or transition to another area. Also, during the share day, children bring a toy from home and talk about it in the class. The teacher was also asked whether or not children are resilient during play, the teacher responded that some children are and some are not resilient. About the social comfort level of the children in the class, the teacher responded that the children seem comfortable because they know us most and they have been here for two years or more. Most children have grown up with each other from birth in the classroom, so they are pretty comfortable.

When the teacher was asked about children’s ability to interact with others, the teacher could not interpret that unless children tell her however, within the class, all children interact with one another, they talk and play. The teacher was inquired about the demographics of the class which turned out to be children of ages 3 to 5 years having equal number of boys and girls. The teacher was asked about how children enjoy their experience at home and in school, the teacher responded that they enjoy very much during the share day and the birthday they celebrate in school. The teacher was asked about how children learn to be patient with others, the teacher responded that the children wait for their turn on the share day, they experience where they practice wait. Additionally, during the birthdays, the children wait to eat until we all sing the birthday song.

The teacher was asked if the children show resilience during the play in the classroom (for example during the share day), the teacher responded that when another child takes the toy, one cries but then they work out and gives the toy back. The teacher was asked about their and the school’s approach to accommodation and inclusivity for others, the teacher responded that the development learn through play is done. The children get experiences through activities they may be interested in by noticing what they do during the day every day. The actions and interests of the children during play and activities inform teachers where children are developmentally and what are their needs.

Observation

In order to collect data for this section, a young girl was observed during her play. She was given a game to play along with other kids around her. She took the game and she started playing by herself without offering other to join. Other children who came to her and asked to possibly join her, she refuses them and says that she wanted to play alone. The child does not show any resilience towards other children. She did not share what she had with her and she also become mean to some children who wanted to play with her. The teacher takes the girl outside to play because she would not work with others during the play.

Student Work Samples

For this section, the work sample from a 5-year-old boy who draws himself. It was noticed that the child was very confident not only about himself, but also about his work. He drew himself very big in size and drawing in the center of the paper. The boy drew his head very big but the arms and legs very comparatively very small in proportion to the head. The boy drew the eye very clear and prominent on the face. the boy focused more on his head and face rather than the over body.

Another 5-year old boy was observed during his drawing of himself along with his family members. The child drew his mother next to himself and then his father on further right, and then his younger sister on the far right. The boy divided the family members into what seems to be two teams as if they were playing a game. The boy drew the father much larger than the mother and drew himself much larger than his younger sister.

Discussion

Teacher Interview

From the teacher interview, it can be discussed that the demographics of the children were an equal amount of boys and girls of ages between 3 and 5 years. The children usually show good interaction and social skills in the classroom when participating in class activities and play but the interactions outside of the classroom or with strangers is unknown. The teachers involved all children in the class by working on their behavioral and social developmental skills. Children seem to enjoy the share day where they all get the chance to talk about a toy to the class. In doing so, they showed patience and experienced waiting for their turn. Additionally, they would learn to be patient in other activities such as birthday celebrations.

While some children showed resilience towards others, not all children seem to show resilience and flexibility for others around them. However, all children seem to be comfortable in the school environment in general and specifically in their classroom because they have known each other for two years.  They teachers frequently learn from what are likes and interests of the children to be able to find and organize activities based on their needs. The aim of the teachers is to ensure that all children’s needs are addressed individually as well as a group.

Observation

The observation of the young girl during her play revealed that she did not show any resilience towards other children because she wanted to play with the game alone and not share it with other children. Also, the girl did not seem to be patient with others, she refused other children and wanted to get them away from herself. The teacher did try that the girl works it out with other children but failed to do so and hence she was let alone outside to play.

Student Work Samples

For the first work sample where a 5-year old boy was observed during his during of himself, it was found that the child was very confident about himself and seem to have a strong personality. He never seemed to have afraid about himself or how he looked, and indeed he made himself much bigger than usual. Drawing of the head and the eyes clearly and prominently showed that he was well aware of himself.

Work sample from other 5-year old boy who drew himself along with his family members revealed that the child always wanted to be closer to his mother. It can also be inferred that he was more attached to his mother than father. This was apparently the reason he drew his mother right next to himself in the picture. Also, there was a sense of connection between his younger sister and his father who were both together in the picture. They family time that was seen in the picture reflected strong family connection among the four members of the family. Also, the size proportion between the mother and father and himself and his younger sisters were taken into account and drawn accordingly. This showed the cognitive abilities of the child when understanding individual relationships with family members.

Data Analysis

                The demographics of the children including age and gender is recorded to ensure structural integrity of the results. This information will be analyzed based on the quantitative analysis which will be done through a computer program such as Microsoft Excel. This analysis will enable us to make conclusions about children behaviors based on their age and gender. Additionally, charts will be used to plot certain things depending on the responses from the participants. Moreover, the percentage differences will be calculated based on the responses. Gender differences will also be taken into account when making conclusions. Resilience in children and their social interaction and behavior may differ in some instances based on the gender and age (Aina & Cameron, 2011). This will also be noted for the observations for this research.

Data will also be analyzed in a qualitative way where the data from the observations and teacher interviews will be analyzed. Based on the teacher interview, the answers to the questions will be analyzed based on the emphasis of the teacher in specific things. For the action research question, how does resilience emerge in young children and what behavioral aspects are driving forces for resiliency?, the collection information from the teacher interview will be compiled along with the transcripts of the observation data. This method is evident in the literature where multiple forms of data is evaluated in a theoretical framework (Morrison, Storey, & Zhang, 2015).  Combining the two forms of data will reveal the level of resilience in young children along with their respective behaviors in the classroom.

The action research question based on the notions of motivation, competence and achievement as it pertains to the positive development of young children will be analyzed based on the data from teacher interview (Ashdown & Bernard, 2012). This would be beneficial because similar methods have been seen in the literature where explicit instructional and motivational techniques have proved to be beneficial for academic, social, and emotional development of the children. The data from the teacher interview will explicitly be analyzed to understand what instructional techniques were given to the children and how they positively benefitted from each (Mykkänen, Kronqvist, & Järvelä, 2013). An analysis on learning before and after the explicit instructional strategies will be drawn.

In order to find best ways to foster resilience in schools, data from both the teacher interviews and observations will be analyzed. The level of interest that children show in their activities and play along with the resilience-practices initiated by the teachers will be analyzed (Macfarlane & Cartmel, 2008). The authors of the cited study have shown positive results in terms of resilience, inclusivity and patience among young children through competence and effective instructional practices. Teacher’s perspective of what can help young children learn resilience socially will be analyzed and compared to what actually works with young children.

Interpretation

The most important thing inferred from the data analysis is establishing and practicing ways to foster resilience in young children. This can be done through instructional practices, family involvement, child-centric activities, and building relationships among children. The improvement on building relationships with other children and teachers is based on the social-economic theory as evident in the literature (Prince-Embury & Saklofske, 2014). This was very effective because teachers were able to provide activities that would allow all children to come together as groups and involve in a combined activity. This not only helped the children develop socially but also build strong relationship with their teachers (Petty, 2014). Fostering resilience through practice in classrooms and including classroom activities to the real world activities, play, and social networks is essential. These findings are definitely in-line with the literature. Not only that, current findings about motivation building, resilience, and achievement in young children contributes significantly to the literature.

 

References[KH8] 

Aina, O. E., & Cameron, P. A. (2011). Why does gender matter? Counteracting stereotypes with young children. Dimensions of Early Childhood, 11-19.

Ashdown, D. M., & Bernard, M. E. (2012). Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children? Early Childhood Education Journal, 397-405.

Israelashvili, M., & Wegman-Rozi, O. (2003). Advancement of preschoolers’ resilience: The A. R. Y. A.* project. Early Childhood Education Journal, 101-105.

Macfarlane, k., & Cartmel, J. (2008). Playgrounds of learning: Valuing competence and agency in birth to three-year-olds. Australian Journal of Early Childhood42, 41-47.

Masten, A., & Gewirtz, A. (2006). Resilience in development: The importance of early childhood. In R. P. R.E. Tremblay, Encyclopedia on aarly childhood development.

Morrison, J. W., Storey, P., & Zhang, C. (2015). Accessible family involvement in early childhood programs. Dimensions of Early Childhood, 33-38.

Mykkänen, A., Kronqvist, E.-L., & Järvelä, S. (2013). Trajectories of resilience during dyadic task performance among children six to seven years of age . European Early Childhood Education Research Journal, 439-452.

Peter J. Pizzolongo, & Amy Hunter. (2011). I am safe and secure: Promoting resilience in young children. Young Children, 67-69.

Petty, K. (2014). Ten ways to foster resilience in young children – Teaching kids to “Bounce Back”. Dimensions of Early Childhood, 35-39.

Prince-Embury, S. (2015). Assessing personal resiliency in school settings: The resiliency scales for children and adolescents. Journal of Psychologists and Counsellors in Schools, 55-65.

Prince-Embury, S., & Saklofske, D. H. (2014). Resilience interventions for youth in diverse populations. New York: Springer New York.