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Art From the Start Infographic: Sources

Too Small to Fail
By Too Small to Fail

To access each of the sources used in the creation of our Art From the Start infographic, please see the below.

[1] Center on the Developing Child at Harvard University, “InBrief: The Science of Early Childhood Development,” available at http://www.developingchild.harvard.edu

[2] Frances H. Rauscher and others, “Music Training Causes Long-Term Enhancement of Preschool Children’s Spatial-Temporal Reasoning,” Neurological Research 19 (1997): 2-8.

[3] David Gerry, Andrea Unrau, and Laurel Trainor, “Active Music Classes in Infancy Enhance Musical, Communicative, and Social Development,” Developmental Science 15 (2012): 398-407. 

[4] Sebastian Kirschner and Michael Tomasello, “Joint Music Making Promotes Prosocial Behavior in 4-year-old Children,” Evolution and Human Behavior 31 (2010): 354-364.

[5] Barbara Wasik, “Phonemic Awareness and Young Children,” Childhood Education 77 (3) (2001): 128-133.

[6] Zero to Three, “Learning to Write and Draw,” available at http://www.zerotothree.org/early-care-education/early-language-literacy/writing-and-art-skills.html

[7] “Art in Early Childhood: Curriculum Connections,” available at http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=113

[8] “The Value of Art for the Preschool Child,” excerpt from Carol Seefedlt and Barbara Wasik, Early Education: Three, Four, and Five Year Olds Go to School, 2nd ed. (New York: Pearson, 2006), available at http://www.education.com/reference/article/value-art-preschool-children/

[9] Scott Barry Kaufman, “The Need for Pretend Play in Child Development,” available at http://blogs.scientificamerican.com/beautiful-minds/2013/11/11/the-need-for-pretend-play-in-child-development/

[10] Doris Bergen, “The Role of Pretend Play in Children’s Cognitive Development,” Early Childhood Research and Practice 4 (1) (2002).