Escolar Documentos
Profissional Documentos
Cultura Documentos
Social-Emotional Development in
the Early Years:
A Common Message Paper
This information is current at the time of printing as of May 2014. For the most current
information please refer to the website: Our Kids Network.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 1
Table of Contents
References ...................................................................................................................... 38
Acknowledgements…………………………………………………………………….50
Contact Us………………………………………………………………………………50
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 2
Preamble
The early years provide the foundation for a child’s mental health or social emotional
development. Infant-Early Childhood Mental Health (I-ECMH), sometimes referred to as
social and emotional development, is the developing capacity of the child from birth to 5
years of age to:
The development of these capabilities occurs at the same time as a wide range of highly
visible skills in mobility (motor control), thinking (cognition), and communication
(language). The foundations of social competence that are developed in the first five
years of life are linked to emotional well-being and affect a child’s later ability to
functionally adapt in school and to form successful relationships throughout life.
As a person develops into adulthood, these same social skills are essential for the
formation of lasting friendships and intimate relationships, effective parenting, the ability
to hold a job and work well with others, and for becoming a contributing member of a
community. (Centre on the Developing Child Harvard University, 2004)
The Early Years Mental Health Committee’s vision for families in Halton is that they are
strong and stable, emotionally healthy and equipped to nurture their children so that they
are ready to learn and reach their full potential. Providing families with accurate advice
and support to attain the knowledge, skills, confidence and emotional well-being
necessary for healthy attachment strengthens the most powerful teaching relationship
there is between parent and child, establishing a foundation for healthy development.
(Child Health Guidance Document Standards, Programs & Community Development
Branch Ministry of Health Promotion, May 2010)
Purpose
The purpose of this paper is to provide health practitioners and organizations with a list
of common messages central to healthy social and emotional development to facilitate
their understanding of the important factors that promote positive mental health in infants
and young children.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 3
Mitigate factors that can negatively impact a child’s social and emotional
development
Ensure that children and families/caregivers are linked to the ‘right people
providing the right services at the right time’.
Evidence-informed common messages can be used to:
Increase awareness of the importance of the early years in providing the
foundation for children’s mental health
Orientate, educate and align a shared understanding of factors that contribute to
the optimal social and emotional development of young children
Tailor marketing and/or communications promoting the social and emotional
development of young children (e.g. tweeting, blogging)
Link to and strengthen related regional projects and/or common messages such
as; Breast Feeding Initiative, Parent Strategy , Early Identification Initiative,
Developmental Assets and Bullying Prevention projects
Disclaimer statement
The Early Years Mental Health Committee identified a community wide need for a better understanding of
the specific factors and/or key messages related to the healthy social and emotional development of young
children 0 – 6 years of age. We engaged Evidence In-Sight, a consultation branch of the Ontario Centre of
Excellence for Child and Youth Mental Health, to conduct a literature review on our behalf to address this
issue.
The findings of this search represented a Level 1 Evidence In-Sight response. A Level 1 response involves a
quick search and summary of the research literature and grey literature. It is a snapshot and not an
exhaustive search or systematic review. The findings within their final report were intended to inform in a
timely fashion, and do not imply an extensive knowledge of the current practice.
The Early Years Mental Health Committee then generated a list of common messages, with a local context,
synthesized from the literature review conducted by Evidence In-Sight. The paper was further enhanced by
providing a brief overview of how social and emotional development unfolds in early childhood, describes
some of the critical skills and abilities that help children succeed and includes a list of pre-existing resources
to support further learning.
This paper represents a summary of existing evidence. It does not give explicit practice or policy
recommendations. It is meant as a reference only, to support a better understanding of the experiences,
resources and protective factors that foster healthy social and emotional development of young children and
to assist in identifying opportunities for future professional development with an individual’s and/or agency’s
scope of practice.
Although every attempt has been made to ensure the accuracy of the information found within this
document, no warranties or representations, expressed or implied, are made concerning the accuracy,
reliability or completeness of the information contained within this entire document. You must exercise your
own professional due diligence when you use any of the information contained within the entire document.
Halton’s Early Years Mental Health Committee assumes no responsibility related to the use of the
information in this entire document by any third party.
This entire document is made for non-commercial use. This document should not be modified, copied,
distributed, reproduced, published, licensed, transferred or sold in whole or in part without the prior written
consent of Halton’s Early Years Mental Health Committee .
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 4
Summary of common messages related to the healthy
social and emotional development of children
Below is a list of common messages, synthesized from a review of the research related
to factors contributing to healthy social and emotional development of young children
undertaken by Evidence In-Sight, the Ontario Centre of Excellence for Child and Youth
Mental Health. The supporting research for each message is described in further detail
in the pages that follow.
Positive, caring relationships in the early years are the 'building blocks' for social
development.
Relationships in the early years set the stage for all other relationships in a child’s life
providing the foundation for social development.
Secure attachment to a loving caregiver sets the stage for healthy child
development.
A child who is securely attached is more self-confident and enthusiastic in exploring their
environment and more competent in mastering new challenges. This exploration
provides experiences that are important for development.
Inborn, biological traits determine whether a child is more likely to be adaptable, slow to
warm or spirited. It is important for caregivers to understand their child’s natural
strengths and challenges and adopt caregiving strategies that make the environment as
supportive as possible for the unique temperament of their child.
The early years are a critical time in brain development, and a supportive, stimulating
and caring environment supports development and positive lifelong outcomes.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 5
Toxic stress interferes with healthy brain development.
Stress in small doses in the context of a supportive environment is important for healthy
development. ‘Toxic’, chronic stress however can hinder development by interfering with
the healthy development of the brain and a child’s ability to learn.
Resilient parents/caregivers raise resilient kids. Resilient children are more likely
to thrive.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 6
Factors contributing to healthy social and emotional
development
Based on grey literature sources and a variety of academic journal articles, the following
factors appear to play a significant role in the healthy social and emotional development
in children aged 0 to 6 years:
Positive relationships
Attachment
Parenting practices
Temperament
Environment and brain development
Play
Stress and brain development
Resilience
Cultural considerations
Positive Relationships
Relationships have been described as the ‘building blocks’ for healthy development
(Michigan Department of Community Health, 2003), guiding how children learn about the
world around them (Klein 2005). Relationships in the early years set the stage for all
other relationships in a child’s life (Chief Medical Officer of Health, 2011). Positive
relationships are important for social development because they teach children to:
References:
National Scientific Council on the Developing Child. (2004). Young Children Develop in
and Environment of Relationships: Working Paper No. 1.
United States, Michigan Department of Community Health. (2003, March). Social and
Emotional Development in Young Children.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 7
Klein, L.G. (2002). Set for Success: Building a strong foundation for school readiness
based on the social-emotional development of young children. The Kauffman Early
Education Exchange, 1.
Chief Medical Officer of Health. (2011). Let's talk about the early years: Early childhood
development: Report. Edmonton: Alberta Health and Wellness, Office of the Chief
Medical Officer.
Attachment
A child who is securely attached is more self-confident and enthusiastic in exploring their
environment and more competent in mastering new challenges. This exploration
provides experiences that are important for development. This attachment relationship
also sets the stage for a child’s ability to understand relationships, emotion and morality
(Klein, 2002). Parenting that is inconsistent, rejecting or hostile results in an insecure
attachment and puts the child at risk for social and emotional developmental delays
(Michigan Department of Community Health, 2003).
References:
Offord Centre for Child Studies. (2009b). The importance of attachment. The Centre of
Knowledge on Healthy Child Development.
Klein, L.G. (2002). Set for Success: Building a strong foundation for school readiness
based on the social-emotional development of young children. The Kauffman Early
Education Exchange, 1.
Note:
Secondary Attachment figures
At the same time that babies are developing their primary attachment (either secure or
insecure), they are usually developing secondary attachments to other familiar people.
These secondary attachments can be either secure or insecure depending again on the
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 8
adult’s ability to relate, so a baby can develop a secure attachment to one adult and an
insecure attachment to another adult. In appropriate circumstance and given sufficient
time and attention, children can develop enduring secondary attachment bonds to
affectionate and responsive people such as grandmothers, nannies, aunts, neighbours
or child-minders. Three or more secondary attachment figures in addition to a primary
attachment figure can promote self-esteem in children, and is a psychological protective
factor that can reduce the probability of mental health problems in the future. Being part
of a big family is a protective factor. An isolated mother, alone with a child, is a risk
factor. (Bowlby, 2008)
Parenting
Parenting plays a major role in socio-emotional development. Children tend to have the
best experiences when they come from a home where positive or authoritative parenting
was practiced (Offord Centre for Child Studies, 2009a). This means parents showed
love, discipline and respect for their child. Research suggests that consistent and
responsive parenting will foster a sense of security in a young child and allow for
confident exploration of the surrounding environment (Maggi et al., 2010). This
exploration, while knowing there is a safe ‘home base’ to return to, is critical to
development.
One important point is that an interaction between a child and their parent is
bidirectional, no matter the age of the child. That is to say, parenting is not just practicing
certain actions and behaviours, but also the way in which these behaviours are
interpreted by the child (Grusec, 2011). In order for children to perceive parenting efforts
as positive and to comply with them, it is important for a parent to:
References:
The Offord Centre of Child Studies. (2009a). The importance of parenting. The Centre of
Knowledge on Healthy Child Development.
Temperament
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 9
regulation, and inhibition. Generally speaking, temperament refers to whether a child is
calm, irritable, or difficult. Temperament has been linked to social and emotional
development. For example, the following dimensions of temperament have been shown
to be related to certain behaviours:
Research has investigated the potential interactions between a child’s temperament and
parenting style. It is important for caregivers to understand their child’s natural strengths
and weaknesses and adopt parenting strategies that make the environment as fitting as
possible for the child, considering their temperament (The Offord Centre for Child
Studies, 2012).
Note:
‘Goodness of fit’
Thomas and Chess (1977, 1985) emphasized the importance of the ‘Goodness of fit’
between the environment, including the parents’ personality and values and the child’s
temperament as important determinants of attachment security and developmental
outcome. Goodness of fit occurs when the expectations of the caregivers and the
environment fit with a child’s temperament characteristics. For example, the shy child
who finds new experiences overwhelming might benefit from having her mother close by
when she attends a birthday party. However, her parents would also make sure that she
is encouraged to be around other children at the park and supported to play with them. A
poor fit occurs when no adaptations are made to the environment and the child is not
encouraged to overcome temperament challenges. (Landy, 2009)
References:
Sanson, A., Hemphill, S. A., & Smart, D. (2004). Connections between Temperament
and Social Development: A Review. Social Development, 13(1), 142-170.
The Offord Centre of Child Studies. (2012). Children's Needs. Centre of Knowledge on
Healthy Child Development.
A substantial amount of brain development happens in early childhood. Babies are born
with an innate drive to explore their environment and reach out to people (babbling,
crying, etc.), and healthy development occurs when infants have caregivers who
respond to their efforts. This ‘serve and return’ process (Chief Medical Officer of Health,
2011, p. 12) leads to the development of basic brain circuits, upon which more intricate
circuits are able to develop (Michigan Department of Community Health, 2003).
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 10
Babies are born with practically all of the neurons they will ever have, and during the
early years, connections between these neurons are formed and reinforced. Caregivers
need to be consistent in responding to the child’s needs, and provide opportunities for
them to gain experience (e.g. by reading, talking, playing, exploring). In the absence of a
stimulating and safe environment, some of these potential brain circuits will die away
(Maggi et al. 2010). If this happens, the brain cannot develop to its full potential.
Some articles describe this process as similar to building the foundation for a house – a
good foundation provides the support needed for all future development, and is not
easily fixed if not built properly the first time (Chief Medical Officer of Health; Michigan
Department of Community Health, 2003). Therefore, the early years are a critical time in
brain development, and a supportive, stimulating and caring environment supports
development and positive lifelong outcomes, while an unsupportive, unresponsive
environment causes social, emotional and cognitive delays (Maggi et al. 2010).
References:
Chief Medical Officer of Health. (2011). Let's talk about the early years: Early childhood
development: Report. Edmonton: Alberta Health and Wellness, Office of the Chief
Medical Officer.
Maggi, S., Irwin, L. J., Siddiqi, A., & Hertzman, C. (2010). The social determinants of
early child development: An overview. Journal of Paediatrics and Child Health, 46, 627-
635.
Play has an essential role in building children’s resilience across adaptive systems –
pleasure, emotion regulation, stress response systems, peer and place attachments,
learning and creativity. Adults need to ensure that the physical and social environments
in which children live are supportive of their play; otherwise, their survival, well-being and
development may be compromised. Children’s play has been documented throughout
history by writers in literature and by artists in pictures. Play is evident across cultures
and in games still played by children. (Hughes, F. 2003)
A growing body of research shows that every competency important to school success
is enhanced by play (Isenberg & Quisenberry, 2002; Singer, 2006). For example, high-
quality pretend play is related to children’s abilities to begin to think abstractly and to
take the perspectives of others (Bergen, 2002; Berk, Mann & Ogan, 2006; Singer,
Singer, Plason & Schweden, 2003). Connections between the complexity of children’s
pretend play and early literacy, mathematical thinking, and problem solving are
documented in this research literature. (Singer et al., 2006; Smilansky, 1990; Van
Hoorn, Nourot, Scales & Alward, 2007)
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 11
When children play:
They have many opportunities to apply mental representations of the world to new
objects, people, and situations—the key ability for future academic learning
They integrate all types of learning—physical, social, emotional, intellectual, and
language development
They are engaged in things they’re interested in—so they have a natural motivation
to learn (Shonkoff & Phillips, 2000)
Children develop concepts and skills together as they are integrated in the context
of meaningful and playful experiences. Skills have limited value without concepts.
For example, it doesn’t do a child any good to be able to count to five by rote unless
she understands the quantity represented.
References:
Bartlett, T. (2011, February 20). The Case for Play. How a handful of researchers are
trying to save childhood. The Case for Play. Retrieved from
http://chronicle.com/article/The-Case-for-Play/126382/
Bergen, D. (2002). The role of pretend play in children’s cognitive development. In Early
Childhood Research and Practice, 4(1), 2–15.
Berk, L.E., Mann, T.D., & Ogan, A.T. (2006). Make-believe play: Wellspring for the
development of self-regulation. In D.G. Singer, R. Golinkoff, & K. Hirsh-Pasek (Eds.)
Play = learning: How play motivates and enhances children’s cognitive and social-
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 12
emotional growth (pp. 74 – 100). New York: Oxford University Press.
Hughes, F. (2003). Spontaneous play in the 21st century. In O. N. Saracho & B. Spodek
(Authors), Contemporary perspectives on play in early childhood education (pp. 21-40).
Greenwich, CT: Information Age Pub.
Isenberg, J. & Quisenberry, N. (2002). Play: Essential for all children. A position paper of
the Association for Childhood Education International. Retrieved from:
www.acei.org/playpaper.htm
Lester, S., & Russell, W. (2011, June). Children's Right to Play. An examination of the
importance of play (Working paper). Retrieved
http://childcarecanada.org/documents/research-policy-
practice/11/06/children%E2%80%99s-right-play-examination-importance-play-lives-chi
Shonkoff, J. & Phillips, D. (Eds.) (2000). From neurons to neighborhoods: The science of
early childhood development. Washington: National Academy Press.
Singer, D. G., Singer, J. L., Plaskon, S. L., & Schweder, A. E. (2003). The role of play in
the preschool curriculum. In S. Olfman (Ed.), All work and no play: How educational
reforms are harming our preschoolers (pp. 43–70). Westport, CT: Praeger.
Singer, D.G., Golinkoff, R., & Hirsh-Pasek, K. (Eds.) (2006). Play = learning: How play
motivates and enhances children’s cognitive and social-emotional growth. New York:
Oxford University Press.
Tepperman, J. (Ed.). (2007, May). Play in the Early Years: Key to School Success (Issue
brief). Retrieved http://www.ecementor.org/articles-on-teaching/Play_article.pdf
Van Hoorn, J., Nourot, P.M., Scales, B. & Alward, K. (2007). Play at the center of the
curriculum, Fourth Edition. Upper Saddle River, NJ: Merrill/Prentice Hall.
Stress in early childhood can have positive or negative effects on social and emotional
development depending on the nature and extent of the stress. A report prepared by the
Centre for the Developing Child at Harvard University (2007) discusses three forms of
stress:
Positive stress is associated with short increases in stress hormones and normal
physiological responses (e.g. increased heart rate) and occurs within the context of a
supportive environment. These responses are a normal and important part of
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 13
development, as they help teach children mastery and self-control. The physiologic
response to the stress returns to normal after a short period of time.
Tolerable stress results from an event(s) that could invoke a large scale stress
response (e.g. chronic increase in stress hormones and heart rate) but the presence
of a trusted caregiver measurably decreases the stress response, preventing any
damage to the developing brain.
Toxic stress is associated with continued activation of the stress response system
where there is no supportive adult to act as a buffer for the harmful effects of this
chronic stress. This stress could also be caused by the maltreatment of the child’s
caregiver. The high levels of hormones can cause damage to the developing brain
and impede healthy social, emotional and cognitive development.
Reference:
Resilience
Reference:
The Offord Centre of Child Studies. (2009c). How To Promote Resiliency in Children.
The Centre of Knowledge on Healthy Child Development.
Cultural considerations
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 14
sleep, acceptable childcare arrangements, response to stressful situations, rules for
discipline, and role expectations for the child and family members (Grusec, 2011).
Culture is not something that can be altered to be ‘optimal’ for development, but it is
important to understand that culture provides the context for an individual child’s social
and emotional development (Grusec, 2011).
Reference:
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 15
How social and emotional development occurs
* The following key concepts on early brain development have been described by
the Centre on the Developing Child Harvard University. A video presentation of this
brief can also be viewed from the link below:
Reference:
National Scientific Council on the Developing Child. (n.d.). In Brief: The Science of Early
Childhood Development (Issue brief)
The basic architecture of the brain is constructed through an ongoing process that
begins before birth and continues into adulthood. Early experiences affect the quality
of that architecture by establishing either a sturdy or a fragile foundation for all of the
learning, health and behaviour that follow. In the first few years of life, 700 new
neural connections are formed every second. After this period of rapid proliferation,
connections are reduced through a process called pruning, so that brain circuits
become more efficient. Sensory pathways like those for basic vision and hearing are
the first to develop, followed by early language skills and higher cognitive functions.
Connections proliferate and prune in a prescribed order, with later, more complex
brain circuits built upon earlier, simpler circuits.
Scientists now know a major ingredient in this developmental process is the “serve
and return” relationship between children and their parents and other caregivers in
the family or community. Young children naturally reach out for interaction through
babbling, facial expressions, and gestures and adults respond with the same kind of
vocalizing and gesturing back at them. In the absence of such responses – or if the
responses are unreliable or inappropriate – the brain’s architecture does not form as
expected, which can lead to disparities in learning and behavior.
The brain is most flexible, or “plastic,” early on but as the maturing brain becomes
more specialized to assume more complex functions, it is less capable of
reorganizing and adapting to new or unexpected challenges. For example, by the
first year, the parts of the brain that differentiate sound are becoming specialized to
the language the baby has been exposed to; at the same time, the brain is already
starting to lose the ability to recognize different sounds found in other languages.
Although the “windows” for language learning and other skills remain open, these
brain circuits become increasingly difficult to alter over time. Early plasticity means
it’s easier and more effective to influence a baby’s developing brain architecture than
to rewire parts of its circuitry in the adult years.
Scientists now know that chronic, unrelenting stress in early childhood, caused by
extreme poverty, repeated abuse, or severe maternal depression, for example, can
be toxic to the developing brain. While positive stress (moderate, short-lived physi-
ological responses to uncomfortable experiences) is an important and necessary
aspect of healthy development, toxic stress is the strong, unrelieved activation of the
body’s stress management system. In the absence of the buffering protection of
adult support, toxic stress becomes built into the body by processes that shape the
architecture of the developing brain.
Note:
Reference:
Ontario College of Family Physicians. (2010). Improving the Odds: Healthy Child
Development. Focus on the Early Years: Neuroscience and Implications for Clinical
Practice 6th Edition.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 17
Note:
Even the process of adaptation that follows a specific insult to the brain is complex.
Many times severe disabilities highlight the limitations of the central nervous system for
recovery; but on the other hand, there is equal evidence of the brain’s ability to adapt to
a wide variety of insults with apparently few sequelae. The young brain is more
adaptive than the more differentiated mature brain; that is more changes in
communicative pathways can be made (rewiring). The effect of an insult to the CNS
may be insurmountable or be simply a risk factor that can be neutralized by a nurturant,
caregiving environment. For the child, the interactions and relationships with caregivers
are the most crucial elements in the environment. If these relationships are
dysfunctional, even the most biologically resilient child will be at risk for later problems.
When these relationships are supportive of adaptation, the child with severe
neurological vulnerabilities may have the opportunity to thrive.
Reference:
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 18
Critical skills for healthy social/emotional development
Research demonstrates that children entering school with well-developed social and
cognitive skills are most likely to be successful in school and later life. Some of the
critical skills and abilities that children need in the transition to school are:
The ability to hold onto and work with information, focus thinking, filter distractions, and
switch gears is like an airport having a highly effective air traffic control system to
manage the arrivals and departures of dozens of planes on multiple runways. Scientists
refer to these capacities as executive function and self-regulation—a set of skills that
relies on three types of brain function: working memory, mental flexibility, and self-
control.
These three functions are not distinct, but rather, they work together to produce
competent executive functioning. The building blocks of children’s capacities to retain
and use new information, focus attention, control impulses, and make plans are acquired
during early childhood, but the full range of executive function skills continues to develop
into the adolescent years.
Reference:
National Scientific Council on the Developing Child, & National Forum on Early
Childhood Policy and Programs. (n.d.). InBrief: Executive Function: Skills for Life (Issue
brief).
Self-regulation includes:
1. Biological regulation (e.g., how well the child regulates her arousal states including
hunger, awake/sleep, bowel/bladder).
2. Emotional regulation (e.g., how well the child monitors and modifies her emotional
responses). A child who manages emotions well has the ability to cope with strong
emotions and express them in socially acceptable ways. (Pearson, J., & Kordich
Hall, D., 2006).
3. Cognitive regulation - how well the child can sustain and switch her attention; inhibit
impulses; deal with frustration, delay, distractions; sequence her thoughts
4. Social regulation - a child’s mastery of rules of appropriate behaviour; how well the
child can co-regulate and thereby develop pro-social attributes
5. Reflective thinking skills
Reference:
Shanker, S. (n.d.). Self-Regulation: Calm, Alert, and Learning* | Canadian Education
Association (CEA)
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 19
Working memory refers to - the capacity to hold and manipulate information in our
minds over short periods of time. For example it enables children to follow multiple-step
instructions without reminders e.g. remembering to hang up my coat, unpack my back-
pack and wash my hands when I come home from school. (Centre on the Developing
Child at Harvard University, 2011)
Inhibitory Control - is the ability to stop and choose whether to act on the desire to
take action e.g. I need to finish my book before I can go out and play. Controlling
impulses helps children finish what they set out to do and plan for the future. Impulse
control is also the ability to delay gratification. Inhibitory control and emotional regulation
are closely related. We can help young children develop impulse control by modeling it
ourselves and acknowledging their achievements when they control their impulses.
(Pearson, J., & Kordich Hall, D., 2006)
Cognitive and/or Mental Flexibility – Is the capacity to nimbly switch gears and adjust
to changing demands, priorities or perspectives. It is what enables children to apply
different rules in different settings. (Centre on the Developing Child at Harvard
University, 2011)
Problem solving skills are a critical survival skill. Problem solving skills are necessary to
solve children’s own problems, which eventually will assist them to build self-composure,
as well as self-esteem and self-confidence. Problem solving skills also help children
confront any type of problem or obstacle that they may come across in society. (Loh, A.
(n.d.))
Causal analysis is the ability to analyze a problem and accurately decide what its cause
is. Researchers at the University of Pennsylvania have shown that what we think about
stressful events or problems affects how we feel about these events and what we do
about them. Children can develop thinking habits that become set patterns known as
“thinking styles” or “explanatory styles.” Some thinking habits get in the way of children’s
ability to look at problems accurately, find solutions, and bounce back. Resilient thinking
allows children to be flexible—to step back and assess problems specifically and to
decide what is accurate in a particular situation. For example, “I never get to be first in
line” is revised to “It is not my turn to be first in line” or “I can’t do anything right” is
replaced with “I’ll get better at this if I keep trying”. (Pearson, J., & Kordich Hall, D., 2006)
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 20
Confidence
Confidence is having a sense of control and mastery of one’s body, behaviour and
world. When children are confident in themselves they feel that they are likely to
succeed at their undertakings and expect adults to be helpful. (Parlakian, R., 2003)
Pro-social skills
Cooperativeness – the ability to balance one’s own needs with someone else’s. We
often think of cooperation as children doing what adults want – that is compliance.
True cooperation means a joint effort – a give and take that is mutually satisfying. To
develop a cooperative spirit in children, we need to help them understand how our
requests and rules are good for everyone. (Parlakian, R., 2003)
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 21
Competencies for practice
The Infant Mental Health Promotion team has developed a series competencies and
practice guidelines for professionals working with young children to support high quality
services in the field of infant and young child mental health. These guidelines are
applicable to a wide range of services and disciplines where infants and families are
concerned.
We strongly encourage each organization to take this opportunity to review the list of
Competencies for Practice in the Field of Infant Mental Health noted below and:
Define a baseline level of competencies for staff working with families with young
children within their scope of practice
Assess the current level of staff knowledge and skills related to the base line
competencies defined for their scope of practice
Identify a process for staff to access support and to consult ‘within the system of
services in order to meet the wide variety of needs presented by infants and
families’.
The Infant Mental Health Promotion team has also developed interactive learning
modules that can be used to support staff training and individual learning plans.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 22
To Learn More
BC Healthy Child Development Alliance, A series of training materials on 'Social and Emotional
Social and Emotional Development in the Development in the Early Years'. Content includes:
Early Years Typical social emotional development in the early
http://www.childhealthbc.ca/bchcda-forums years (0-3)
Signs that additional support may be needed
Strategies and resources for promoting healthy
social emotional development
Center for Early Childhood Mental Health This series is designed to enhance skills and
Consultation's (CECMHC) Best Practice knowledge around how to implement effective mental
Tutorial Series health consultation in Head Start and Early Head Start
http://ecmhc.org/tutorials/index.html (HS/EHS) programs. Tutorials include:
Strengthening Early Childhood Mental Health
Consultation in Head Start and Early Head Start
Programs
Defining Early Childhood Mental Health
Consultation and the Consultant Role
The Effective Mental Health Consultant
Mastering the Consultative Stance
Partnering with Families in Early Childhood
Mental Health Consultation
Recognizing and Supporting the Social and
Emotional Health of Young Children Birth to Age
Five
Recognizing and Addressing Trauma in Infants,
Young Children, and their Families
Developing a Vision and Strategic Planning for
Early Childhood Mental Health Consultation
Services
Implementing and Evaluating ECMHC Services
Cultural and Linguistic Competence in Early
Childhood Mental Health Consultation
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 23
The Centre on the Developing Child A series of resources supporting the findings from
Harvard University recent scientific publications and presentations by the
http://developingchild.harvard.edu/ Center on the Developing Child which includes:
InBrief Series:
The Science of Early Childhood Development
The Impact of Early Adversity on Children's
Development
Early Childhood Program Effectiveness
The Foundations of Lifelong Health
Executive Function: Skills for Life and
Learning
Early Childhood Mental Health
The Science of Neglect
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 24
Center on the Social and Emotional Modules were designed based on input gathered
Foundations for Early Learning (CSEFEL) during focus groups with program administrators,
Resources: Training Modules T/TA providers, early educators, and family members
http://csefel.vanderbilt.edu/resources/training_mo about the types and content of training that would be
dules.html most useful in addressing the social-emotional needs
of young children. The content of the modules is
consistent with evidence-based practices identified
through a thorough review of the literature.
Professional Training Modules
Parent Training Modules
The Dalai Lama Centre for Peace and Dalai Lama Center for Peace and Education is a
Education secular, non-political, not-for-profit organization. They
http://dalailamacenter.org/learn/videos share current research, scientific knowledge and best
practices related to social and emotional
development, supporting the adults who can help
children feel secure and calm, approach situations
with curiosity and confidence, solve problems
peacefully, and get along with others. They have
made available a series of videos by a number of
experts in the field of social and social and emotional
development of young children
ECKLC- Early Childhood Learning and A series of lessons that focus on early development
Knowledge Center, Sharing Knowledge and quality services. The series contains information
with Infant-Toddler Teachers and Home and opportunities for reflection and includes a
Visitors Series Trainer's Companion manual that provides additional
http://eclkc.ohs.acf.hhs.gov/hslc/tta- information and ideas for training activities.
system/teaching/eecd/Curriculum/Teaching%20St
rategies/SharingKnowledge.htm
Think, Feel, Act. Lessons from Research The Ontario Ministry of Education has worked with
about Young Children leading experts in the field of early childhood
http://www.edu.gov.on.ca/childcare/research.html education to develop six research briefs for educators
working in the early years setting. The briefs describe
the latest research in early child development,
strategies to put key ideas into practice and reflective
questions for educators. The briefs present the view of
the child as competent, capable of complex thinking,
curious, and rich in potential. Key points are
supported by short video clips.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 25
Topic specific
Best Start Resource Centre The Best Start Resource Centre supports service
http://www.beststart.org/resources/hlthy_chld_dev/ providers working on preconception health, prenatal
index.html health and early child development. They provide
evidenced based resources for ordering and/or
downloading that include:
My Child and I – Attachment for Life
Early Brain Development, Parent Knowledge in
Ontario
Healthy Baby Healthy Brain [Video]
Educational campaign developed (Health Nexus)
for parents/providers that includes:
Research based messages related to early
brain development and what it means for
infants, toddlers and their parents
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 26
ccharacteristics of safe, engaging
environments for babies and young children
Healthy Baby Healthy Brain Ready-to-use
Workshop Facilitator Handbook and DVD
Tips for Parents – Brain Development – Did
you know?
Text for sharing via social media has also
been developed which can be just copied and
pasted as a Tweet or as a posting in
Facebook.
Caring for Kids: Attachment: A Information for sharing with parents/caregivers related
connection for life to attachment.
http://www.caringforkids.cps.ca/handouts/attachm
ent
®
Circle of Security International (COS) The Circle of Security is a relationship based early
http://circleofsecurity.net/ intervention program designed to enhance attachment
security between parents and children. A number of
handouts are available for downloading under the
‘Resource’ tab that include:
COS 25 Words or Less
COS Attachment for Baby
COS Attachment Theory
COS In a Chaotic World
COS Original Circle
COS Circle of Repair
COS In Relationship to Adults
Note to Parents
Travelling around COS
COS Time In
Early Head Start National Resource Head Start is a federal (United States) program that
Centre promotes the school readiness of children from low-
https://eclkc.ohs.acf.hhs.gov/hslc/tta- income families by enhancing their cognitive, social,
system/ehsnrc/center/products.html and emotional development.
They provide free, online resources and learning
modules targeting professionals and parents on a
range of topics that include social and emotional
development, positive behaviour strategies, school
readiness, temperament, the importance of play etc.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 27
Handle with Care: Strategies for A resource that describes strategies for promoting the
Promoting the Mental Health of Young mental health of young children in community-based
Children in Community-Based Child Care childcare centres.
http://www.hincksdellcrest.org/Home/Resources-
And-Publications/Handle-With-Care.aspx
Infant Mental Health Promotion (IMHP) IMHP has developed a range of resources to support
http://www.imhpromotion.ca/ProfessionalResource best practices for enhancing infant mental health that
s.aspx includes:
HELP ME GROW – Social and Emotional
Milestones
A Simple Gift Series of videos and handouts
focused on infant development, attachment
and parent-child relationships
‘Parenting’ moments – a variety of topics
focused on social and emotional development
Best practice and policy guidelines
Interactive learning modules that can be used
to support staff training and individual learning
plans that includes:
o Competencies for practice in the field
of mental health
o Core prevention and intervention for
the early years
o Organizational policies and practices
to support high quality services in the
field of infant and young child mental
health
o Vicarious Trauma in the workplace –
supporting practitioner effectiveness
with young children in high risk
families
In addition IMHP provides ongoing
professional development opportunities in the
field of mental health and attachment
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 28
The Search Institute A body of research that has led to the development of
http://www.search- a framework for healthy development that includes a
institute.org/research/developmental-assets set of skills, experiences, relationships, and
behaviors that enable young people to develop into
successful and contributing adults called
Developmental Assets®. On this site you will find
the list of assets for:
Early childhood (ages 3 – 5)
Grades K-3 (ages 5-9)
Middle Childhood (ages 8 – 12)
Adolescents (ages 12 – 18)
The Search Institute has conducted research and
described factors related to:
Developmental Relationships
Family Strengths
*Please note you will have to register on this site
before you have the ability to download the
lists/resources.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 29
Culture
Kera – Kids & Family Kera- Kids & Family is sponsored by North Texas
http://kera-kids.org/parents/ Public Broadcasting, which is the parent organization
for all services. It is a not-for-profit educational
organization.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 30
Early Childhood Development
Caring For Kids Caring for Kids provides parents with information
http://www.caringforkids.cps.ca/handouts/pregnan about their child’s and teen's health and well-being.
cybabies-index The site is developed by the Canadian Paediatric
Society. Relevant CPS position statements, other
source material and any additional helpful information
can be found at the end of each document on Caring
for Kids. Resources include:
Your baby’s brain: How parents can support
healthy development
Your child’s development: What to expect
Growing and learning: A series of ‘articles’ on
growth, development, and literacy from Caring for
Kids, the Canadian Paediatric Society website for
parents and caregivers
Behaviour and parenting: A series of ‘articles’
from Caring for Kids, the Canadian Paediatric
Society website for parents and caregivers
Early Years Study 3 The Early Years Study 3 documents the social,
http://earlyyearsstudy.ca/en/ economic and scientific rationale for increased
investments in early childhood education. It also
introduces the Early Childhood Education Report to
monitor the funding, policy, access and quality of early
education programming.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 32
Let's Talk About It: Fostering the Development of
Language Skills and Emergent Literacy
Executive Function
About Kids Health: Executive Function In this series, Dr. Philip Zelazo takes an in-depth look
Series at how executive function develops in infancy,
http://www.aboutkidshealth.ca/En/News/Series/Ex childhood, and adolescence; disorders of executive
ecutiveFunction/Pages/default.aspx function; and how to foster its development.
Executive Function Online training This online training module was produced by the
module Washington State Department of Early Learning
http://deltraining.com/courses/Executive_Function/ (DEL) to help providers better understand and support
content-frame.htm the development of executive function skills. The
module includes video of researchers, teachers, and
children to both explain and demonstrate how these
critical skills form and what they look like in the early
learning classroom.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 33
Play
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 34
Parents2Parents Parents2Parents is a web community built especially
http://www.parents2parents.ca/ for expectant parents, new parents and parents with
young children. They provide information and
resources about healthy child development and how
to parent effectively, supported and developed by a
panel of experts in the field. Of interest is:
How play is good for your baby
Video: Playtime with Your Baby
How play is good for your preschooler
Video: Creative Play with Your Preschooler
Video: Active Play with Your Preschooler
Video: Playtime with Your Preschooler
Stress
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 35
Resiliency
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 36
Temperament
Center for Early Childhood Mental Health Available online: an Interactive Interactive Infant
3
Consultation Toddler Temperament Tool (IT )
http://www.ecmhc.org/temperament/index.html The Infant Toddler Temperament Tool includes a
short online survey that allows parents and
caregivers of infants and toddlers to recognize
and explore their own temperament traits and
those of a child for which they provide care. The
3
IT generates results which support parents and
caregivers in understanding how adult and child
similarities and differences in temperament traits
may affect “goodness of fit.” Along with these
3
results, the IT generates simple best practice tips
adults can use to foster the unique temperament
of each child within their care.
Kera – Kids & Family Kera- Kids & Family is sponsored by North Texas
http://kera-kids.org/ Public Broadcasting, which is the parent organization
for all services. It is a not-for-profit educational
organization.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 37
References
The ABC's Of child development. Developmental milestones for your child's first five years. (n.d.).
The Whole Child. Development from Birth to Five. Public Broadcasting Service (PBS). Retrieved
March 14, 2013, from http://www.pbs.org/wholechild/abc/index.html
Alvord, M. K., Gurwitch, R., Martin, J., Palomares, R. S., & American Psychological Association.
(n.d.). Resiliency guide for parents and teachers. American Psychological Association. Retrieved
February 8, 2013, from http://www.apa.org/helpcenter/resilience.aspx
Attachment: A connection for life. (2011, October). Caring for Kids, Canadian Paediatric Society.
Retrieved March 14, 2013 from http://www.caringforkids.cps.ca/handouts/attachment
Baby brain map [Interactive]. (2007). Zero to Three. Retrieved May 13, 2014 from
http://www.zerotothree.org/child-development/brain-development/baby-brain-map.html
Bartlett, T. (2011, February 20). The case for play. How a handful of researchers are trying to
save childhood. The Chronicle for Higher Education. Retrieved from
http://chronicle.com/article/The-Case-for-Play/126382/
BC Healthy Child Development Alliance, & Public Health Agency of Canada. (2009). Social &
emotional development in the early years. Retrieved February 14, 2013, from
http://www.childhealthbc.ca/bchcda-forums
Behaviour & parenting [series of related articles]. (n.d.). Caring for Kids, Canadian Paediatric
Society. Retrieved March 14, 2013, from http://www.caringforkids.cps.ca/handouts/behaviour-
index
Bergen, D. (2002). The role of pretend play in children's cognitive development. In Early
Childhood Research and Practice, 4(1), 2-15.
Berk, L. E., & Ogan, A. T. (2006). Make-believe play: Wellspring for the development of self-
regulation. In T. D. Mann (Ed.), Play = Learning: How play motivates and enhances children's
cognitive and social-emotional growth (pp. 74-100). New York, NY: Oxford University Press.
Bernard-Bonnin, A. C., Canadian Paediatric Society, & Mental Health and Developmental
Disabilities Committee. (2004, October 1). Maternal depression and child development [Position
Statement] (Rep.). Retrieved from http://www.cps.ca/en/documents/position/maternal-depression-
child-development
Best Start Resource Centre, Health Nexus (Producer). (n.d.). Healthy baby, healthy brain [Video].
Retrieved February 4, 2013, from http://www.healthybabyhealthybrain.ca/
Boivin, M., & Hertzman, C. (Eds.). (2012, November). Early childhood development (RSC/CAHS)
(Rep.). Retrieved March 1, 2013, from Royal Society of Canada & Canadian Academy of Health
Sciences website: http://rsc-src.ca/sites/default/files/pdf/ECD_25_FINAL.pdf
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 38
Bowlby, R. (2008). The secondary attachment: a look at Bowlby's theory. The Attached Family.
Retrieved February 4, 2013, from http://theattachedfamily.com/membersonly/?p=1279
Canada, Best Start Resource Centre, Health Nexus. (2010). Growing up in a new land: Strategies
for service providers working with newcomers. Retrieved from
http://beststart.org/resources/hlthy_chld_dev/pdf/Growing_up_new_land_FINAL.pdf
Canada, Best Start Resource Centre, Health Nexus. (2011, April). On track. Supporting healthy
development and early identification in the early years. A reference guide for professionals in
0ntario. Retrieved from http://www.beststart.org/OnTrack_English/
Canada, Best Start Resource Centre, Health Nexus. (2012). Learning to play and playing to
learn: What families can do. Retrieved from
http://beststart.org/resources/hlthy_chld_dev/pdf/school_readiness_ENG_aug2012_fnl.pdf
Canada, Children's Mental Health Ontario. (2002). Early childhood mental health treatment
training reference guide. Retrieved from
http://www.kidsmentalhealth.ca/documents/PR_Early_childhood_mental_health_treatment_trainin
g_and_reference_guide.pdf
Canada, Ontario Ministry of Education. (2013). Think, feel, act: Lessons from research about
young children. Retrieved March 27, 2014, from
http://www.edu.gov.on.ca/childcare/research.html
Canada, Ontario Ministry of Health Promotion. (2010, May). Child health guidance documents.
Retrieved January 17, 2013, from
http://www.health.gov.on.ca/en/pro/programs/publichealth/oph_standards/guidance.aspx
Center for early childhood mental health consultation's (cecmhc) best practice tutorial series.
(n.d.). Center for Early Childhood Mental Health Consultation (CECMHC). Retrieved March 13,
2013, from http://ecmhc.org/tutorials/index.html
Center on the Developing Child at Harvard University, & National Scientific Council on the
Developing Child (Producers). (n.d.). Three core concepts on early development. 2. Serve &
return interaction shapes brain circuitry [Video]. Retrieved February 27, 2013, from
http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/serve_and_
return/
Center on the Developing Child at Harvard University, & National Scientific Council on the
Developing Child (Producers). (n.d.). Three core concepts on early development. 1. Experiences
build brain architecture [Video]. Retrieved February 25, 2013, from
http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/brain_archit
ecture/
Center on the Developing Child at Harvard University, & National Scientific Council on the
Developing Child (Producersmar). (n.d.). Three core concepts on early development. 3. Toxic
stress derails healthy development [Video]. Retrieved March 1, 2013, from
http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/toxic_stress
/
Center on the Developing Child at Harvard University. (2007). A science-based framework for
early childhood policy: Using evidence to improve outcomes in learning, behavior, and health for
vulnerable children (Rep.). Retrieved from
http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/policy_fram
ework/
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 39
Center on the Developing Child at Harvard University. (2009). Working Paper #8: Maternal
depression can undermine the development of young children (Working paper). Retrieved from
http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_pa
pers/wp8/
Center on the Developing Child at Harvard University. (2011). Working Paper #11: Building the
brain's "air traffic control" system: How early experiences shape the development of executive
function (Working paper). Retrieved from
http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_pa
pers/wp11/
Center on the Developing Child at Harvard University (Producer). (n.d.). In Brief: The impact of
early adversity on children's development. [Video]. Retrieved March 1, 2013, from
http://developingchild.harvard.edu/index.php/resources/multimedia/videos/inbrief_series/inbrief_i
mpact_of_adversity/
Center on the Developing Child at Harvard University. (n.d.). How early experiences get into the
body: A biodevelopmental framework. Retrieved January 17, 2013, from
http://developingchild.harvard.edu/index.php/resources/multimedia/interactive_features/biodevelo
pmental-framework/
Centre of Excellence for Early Childhood Development (CEECD), & Strategic Knowledge Cluster
on Early Child Development (SKC-ECD). (2008, March 28). Low income and pregnancy
[Complete folder]. In Encyclopedia on Early Childhood Development. Retrieved March 1, 2013,
from http://www.child-encyclopedia.com/en-ca/low-income-pregnancy/how-important-is-it.html
Centre of Excellence for Early Childhood Development (CEECD), & Strategic Knowledge Cluster
on Early Child Development (SKC-ECD). (2008). Resilience [Complete Folder]. In Encyclopedia
for Early Childhood Development. Retrieved from http://www.child-encyclopedia.com/en-ca/child-
resilience/how-important-is-it.html
Centre of Excellence for Early Childhood Development (CEECD), & Strategic Knowledge Cluster
on Early Child Development (SKC-ECD). (2010). Maternal depression [Complete Folder]. In
Encyclopedia on Early Child Development. Retrieved March 1, 2013, from http://www.child-
encyclopedia.com/en-ca/maternal-depression/according-to-experts.html
Centre of Excellence for Early Childhood Development (CEECD), & Strategic Knowledge Cluster
on Early Child Development (SKC-ECD). (2010, October 14). Play [Complete Folder]. In
Encyclopedia on Early Child Development. Retrieved from http://www.child-encyclopedia.com/en-
ca/child-play/how-important-is-it.html
Centre of Excellence for Early Childhood Development (CEECD), & Strategic Knowledge Cluster
on Early Child Development (SKC-ECD). (2012, October). Culture [Complete Folder]. In
Encyclopedia of Early Child Development. Retrieved from http://www.child-encyclopedia.com/en-
ca/culture/how-important-it-is.html
Centre of Excellence for Early Childhood Development (CEECD), & Strategic Knowledge Cluster
on Early Child Development (SKC-ECD). (2012, October 19). Importance of early childhood
development [Complete Folder]. In Encyclopedia of Early Child Development. Retrieved from
http://www.child-encyclopedia.com/en-ca/importance-of-early-childhood-development/how-
important-is-it.html
Centre of Excellence for Early Childhood Development (CEECD), & Strategic Knowledge Cluster
on Early Child Development (SKC-ECD). (2012, October 23). Parenting skills [Complete Folder].
In Encyclopedia of Early Child Development. Retrieved from http://www.child-
encyclopedia.com/en-ca/parenting-skills/how-important-is-it.html
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 40
Centre of Excellence for Early Childhood Development (CEECD), & Strategic Knowledge Cluster
on Early Child Development (SKC-ECD). (2013, January). Cognitive stimulation (executive
functions) [Complete Folder]. In Encyclopedia of Early Child Development. Retrieved from
http://www.child-encyclopedia.com/pages/PDF/cognitive-stimulation-executive-functions.pdf
Centres for Disease Control and Prevention. (2011, November 07). Adverse Childhood
Experiences (ACE) Study (United States, Centres for Disease Control and Prevention, Division of
Population Health). Retrieved January 17, 2013, from http://www.cdc.gov/ace/about.htm
Chief Medical Officer of Health. (2011). Let's talk about the early years: Early childhood
development : Report. Edmonton: Alberta Health and Wellness, Office of the Chief Medical
Officer. Retrieved February 11, 2013, from http://www.health.alberta.ca/documents/cmoh-lets-
talk-early-years-2011.pdf
Child Health BC. (2009). emotional development in the early years (Canada, Emotional
Development in the Early Years, Child Health BC). Retrieved January 17, 2013, from
http://www.childhealthbc.ca/bchcda-downloads
Choquette, L. (2012). My child and I - Attachment for life (Canada, Best Start Resource Centre,
Health Nexus). Retrieved from http://www.beststart.org/resources/hlthy_chld_dev/index.html
Chow, W., Gokiert, R., Parsa, B., & Rajani, N. (2006). Cross-cultural lessons: Early childhood
developmental screening and approaches to research and practice (Rep.). Retrieved February
25, 2013, from Community-University Partnership for the Study of Children, Youth and Families
website: http://www.cup.ualberta.ca/wp-content/uploads/2011/06/Crosscultural_Handbook.pdf
Circle of Security International. Early intervention program for parents and children. (n.d.).
Retrieved from http://circleofsecurity.net/
Cohen, J., Onunaku, N., & Clothier, S. (2005, September). Helping young children succeed:
Strategies to promote early childhood social and emotional development (Rep.). Retrieved from
http://main.zerotothree.org/site/DocServer/help_yng_child_succeed.pdf?docID=621
Cohen, J., Oser, C., & Quigley, K. (2012, April). Making It Happen. Overcoming barriers to
providing infant-early childhood mental health (Rep.). Retrieved from
http://www.zerotothree.org/public-policy/federal-policy/early-child-mental-health-final-singles.pdf
Crisci, Kussin and Mayer, Consultation, Counseling and Training. (n.d.). Attachment across
cultures (Rep.). Retrieved February 14, 2013, from Toronto, Ontario: St. Joseph's Women's
Health Service. Sharing Attachment Practices Across Cultures: Learning from Immigrants and
Refugees website: http://www.attachmentacrosscultures.org/eindex.html
Curriculum and Assessment Policy Branch, Ontario Ministry of Education (Producer). (2012).
Making thinking and learning visible through self-regulation [Video]. Retrieved from
http://www.edugains.ca/newsite/earlyPrimary/primaryresources/playbasedlearning.html
Dalai Lama Center for Peace and Education. Learn. Retrieved March 27, 2014, from
http://dalailamacenter.org/learn/videos
Day, M., & Parlakian, R. (2003). How culture shapes social-emotional development: implications
for practice in infant-family programs. Washington, DC: ZERO TO THREE.
Developmental Assets. (n.d.). Search Institute. Retrieved March 18, 2013, from
http://www.search-institute.org/developmental-assets
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 41
Early brain development: parent knowledge in Ontario, 2011 (Rep.). (2011). Retrieved March 1,
2013, from Best Start Resource Centre, Health Nexus website:
http://www.beststart.org/resources/hlthy_chld_dev/pdf/Early_brain_development_fnl.pdf
Early Childhood Mental Health. (n.d.). ZERO TO THREE: Early Childhood Mental Health.
Retrieved January 17, 2013, from http://www.zerotothree.org/child-development/early-childhood-
mental-health/
The Family and Child Partnership. (2012). Resiliency Resources for Parents. Reaching
In...Reaching out. Promoting resilience in young children. Retrieved February 12, 2013, from
http://www.reachinginreachingout.com/resources-parents.htm
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Marks, J.
S. (1998). Adverse childhood experiences (ace) study. American Journal of Preventive Medicine,
14(4), 245-258. Retrieved March 1, 2013, from http://www.ajpm-
online.net/article/PIIS0749379798000178/abstract
For Early Care Providers [Articles, Quick Tips, Activities]. (n.d.). The Whole Child. Development
from Birth to Five. Public Broadcasting System. Retrieved March 14, 2013, from
http://www.pbs.org/wholechild/providers/index.html
For Parents [Articles, Quick Tips, Activities]. (n.d.). The Whole Child. Development from Birth to
Five. Public Broadcasting Service (PBS). Retrieved March 14, 2013, from
http://www.pbs.org/wholechild/parents/index.html
Georgetown University Centre for Child and Human Development. (n.d.). Center for Early
Childhood Mental Health Consultation's (CECMHC) Best Practice Tutorial Series. Retrieved
March 13, 2013, from http://ecmhc.org/tutorials/index.html
Ginsburg, H. P., & Seo, K. H. (1999). Young children doing mathematics: Observations of
everyday activities. In N. Inoue (Ed.), Mathematics in the Early Years (pp. 88-100). Washington,
DC: National Association for the Education of Young Children.
Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and
Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182-191. 10.1542/peds.2006-2697
Glover, V. (Ed.). (2011, October 18). Stress (prenatal and perinatal) [Complete Folder]. In
Encyclopedia on Early Child Development. Retrieved from http://www.child-encyclopedia.com/en-
ca/stress-prenatal-perinatal/according-to-experts.html
Goldberg, S. (n.d.). Attachment [Six-part series]. About Kids Health. Retrieved March 5, 2013,
from http://www.aboutkidshealth.ca/En/News/Series/Attachment/Pages/default.aspx
Growing and Learning [Series of Related Articles]. (n.d.). Caring for Kids, Canadian Paediatric
Society. Retrieved March 14, 2013, from http://www.caringforkids.cps.ca/handouts/growing-index
Grusec, J. E. (2011). Socialization processes in the family: Social and Emotional Development.
Annual Review of Psychology, 62, 243-269
The Hospital for Sick Children (Producer). (n.d.). Attachment [Video]. Retrieved February 4, 2013,
from
http://www.aboutkidshealth.ca/En/ResourceCentres/PregnancyBabies/Babies/Attachment/Pages/
default.aspx
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 42
How play is good for your baby. (2012, January 2). Parents2Parents. Retrieved February 27,
2013, from http://parents2parents.ca/node/140071
Hughes, F. (2003). Spontaneous play in the 21st century. In O. N. Saracho & B. Spodek
(Authors), Contemporary perspectives on play in early childhood education (pp. 21-40).
Greenwich, CT: Information Age Pub.
Infant Mental Health Promotion (IMHP), & The Hospital for Sick Children. (2012). Help Me Grow.
Social and Emotional Milestones. Retrieved from
http://www.imhpromotion.ca/Resources/HelpMeGrow.aspx
Infant Mental Health Promotion (IMHP), The Hospital for Sick Children. (2011). Competencies for
Practice In the Field of Infant Mental Health. Infant Mental Health Promotion (IMHP). Retrieved
January 17, 2013, from
http://www.imhpromotion.ca/Portals/0/IMHP%20PDFs/Competencies_Full%20Page_2.pdf
Infant Mental Health Promotion (IMHP), The Hospital for Sick Children. (2011). Core Prevention
and Intervention for the Early Years. Infant Mental Health Promotion (IMP). Retrieved January 17,
2013, from
http://www.imhpromotion.ca/Portals/0/IMHP%20PDFs/Core%20Prevention_Full%20Page_2.pdf
Infant Mental Health Promotion (IMP), & The Hospital for Sick Children. (2008). A Simple Gift
Video Series and Handouts. Infant Mental Health Promotion (IMHP). Retrieved May 23, 2013,
from http://www.imhpromotion.ca/Resources/SimpleGift.aspx
The Infant Toddler Temperament Tool (IT3) [Interactive]. (n.d.). Center for Early Childhood
Mental Health Consultation. Retrieved March 14, 2013, from
http://www.ecmhc.org/temperament/index.html
The Institute of Medicine - National Research Council (Producer). (2010, October 28). From
Neurons to Neighborhoods: Anniversary Workshop [Video]. Retrieved March 1, 2013, from
http://www.iom.edu/Activities/Children/Neuronstoneighborhoods/2010-OCT-28/Panel-1/Panel-1-
mod.aspx
Isenberg, J. P., & Quisenberry, N. (2002). Play: Essential for All Children. (A Position Paper of the
Association for Childhood Education International). Childhood Education, 79(No. 1).
Kiefer, H., Cohen, N. J., & Pape, B. (2004). Handle with care: Strategies for promoting the mental
health of young children in community-based child care. Toronto: Canadian Mental Health
Association. Retrieved February 11, 2013, from http://www.hincksdellcrest.org/Home/Resources-
And-Publications/Handle-With-Care.aspx
Klein, L. G. (Ed.). (2002, Summer). Set for success: building a strong foundation for school
readiness based on the social-emotional development of young children (Rep.). The Kauffman
Early Education Exchange, 1.
Learning modules. (n.d.). The Alberta Family Wellness Initiative. Retrieved January 17, 2013,
from http://www.albertafamilywellness.org/resources/learning-module/frameworks-early-brain-
development
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 43
Leong, D., & Bodrova, E. (2012, January). Assessing and scaffolding: Make believe play. Young
Children. Retrieved from http://www.naeyc.org/yc/article/assessing-and-scaffolding-make-believe-
play
Leong, D. J., & Bodrova, E. E. (2009, November). Tools of the mind developing self-regulation by
developing intentional make believe play [Presentation]. In School Readiness Conference.
Retrieved from http://www.excellence-earlychildhood.ca/documents/Leong_2009-11ANG.pdf
Lester, S., & Russell, W. (2010, December). Children's right to play: An examination of the
importance of play in the lives of children worldwide. Child Care Canada. Retrieved from
http://childcarecanada.org/documents/research-policy-practice/11/06/children’s-right-play-
examination-importance-play-lives-chi
Lewis, M. (Ed.). (2011, December 1). Emotions [Complete Folder]. In Encyclopedia of Early Child
Development. Retrieved from http://www.child-encyclopedia.com/en-ca/emotions-children/how-
important-is-it.html
Loh, A. (n.d.). Teaching problem solving skills to children - Why are they so important? The
Brainy Child. Retrieved June 6, 2013, from http://www.brainy-child.com/articles/teach-problem-
solving-skills.shtml
Maggi, S., Irwin, L. J., Siddiqi, A., & Hertzman, C. (2010). The social determinants of early child
development: An overview. Journal of Paediatrics and Child Health, 46, 627-635. 10.1111/j.1440-
1754.2010.01817.x
Marigliano, M. L., & Russo, M. J. (2011). Moving bodies, building minds: foster preschoolers'
critical thinking and problem solving through movement. National Association for the Education of
Young Children (NAEYC), 66(5). Retrieved March 1, 2013, from
http://www.naeyc.org/pastissues/2011/September
McCain, M. M., & McCuaig, K. (2011). Early years study 3: making decisions, taking action
(Rep.). Retrieved from http://earlyyearsstudy.ca/en/report/download-early-years-study-3/
National Infant & Toddler Child Care Initiative @Zero to Three. (2010, May). Relationships: the
heart of development and learning (Publication). Retrieved from
http://www.zerotothree.org/public-policy/state-community-policy/nitcci/multidisciplinary-consultant-
module-1.pdf
National Scientific Council on the Developing Child, & National Forum on Early Childhood Policy
and Programs (Producers). (2012, June 18). InBrief: Executive function: Skills for life and learning
[Video]. Retrieved February 8, 2013, from
http://www.youtube.com/watch?feature=player_embedded
National Scientific Council on the Developing Child, & National Forum on Early Childhood Policy
and Programs. (n.d.). InBrief: Executive function: Skills for life (Issue brief). Retrieved February 8,
2013, from Centre on the Developing Child Harvard University website:
http://developingchild.harvard.edu/index.php/resources/briefs/inbrief_series/inbrief_executive_fun
ction/
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 44
National Scientific Council on the Developing Child. (2004). Working paper #2: Children’s
emotional development is built into the architecture of their brain (Working paper). Retrieved
February 11, 2013, from
http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_pa
pers/wp2/
National Scientific Council on the Developing Child. (2004). Working paper #1: Young children
develop in and environment of relationships (Working paper). Retrieved from
http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_pa
pers/wp1/
National Scientific Council on the Developing Child. (2005). Working paper #3: Excessive stress
disrupts the architecture of the developing brain (Working paper). Retrieved from
http://developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/wp3/
National Scientific Council on the Developing Child. (2007). Working paper #5: The timing and
quality of early experiences combine to shape brain architecture (Working paper). Retrieved from
http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_pa
pers/wp5/
National Scientific Council on the Developing Child. (2010, February). Working paper #9:
Persistent fear and anxiety can affect young children's learning and development (Working
paper). Retrieved from
http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_pa
pers/wp9/
National Scientific Council on the Developing Child. (2010). Working paper #10: Early
experiences can alter gene expression and affect long-term development (Working paper).
Retrieved from
http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_pa
pers/wp10/
National Scientific Council on the Developing Child (Producer). (n.d.). InBrief: The impact of early
adversity on children's development [Video]. Retrieved from
http://developingchild.harvard.edu/index.php/resources/multimedia/videos/inbrief_series/inbrief_i
mpact_of_adversity/
National Scientific Council on the Developing Child (Producer). (n.d.). InBrief: The science of
early childhood development [Video]. Retrieved January 17, 2013, from
http://developingchild.harvard.edu/resources/multimedia/videos/inbrief_series/inbrief_science_of_
ecd/
National Scientific Council on the Developing Child. (2008/2012). Working paper #6: Establishing
a level foundation for life: Mental health begins in early childhood (Working paper). Retrieved
March 1, 2013, from Centre on the Developing Child Harvard University website:
http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_pa
pers/wp6/
National Scientific Council on the Developing Child. (n.d.). In Brief: The science of early childhood
development (Issue brief). Retrieved February 25, 2013, from
http://developingchild.harvard.edu/resources/briefs/inbrief_series/inbrief_the_science_of_ecd/
NDDS Ontario. (n.d.). Nipissing district developmental screen. Retrieved March 21, 2013, from
http://ndds.ca/ontario.html
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 45
O'Connor, M. J. (Ed.). (2012, January 18). Fetal alcohol spectrum disorders [Complete Folder]. In
Encyclopedia on Early Child Development. Retrieved March 1, 2013, from http://www.child-
encyclopedia.com/en-ca/maternal-depression/according-to-experts.html
Offord Centre for Child Studies. (2009b). The importance of attachment. The Centre of
Knowledge on Healthy Child Development. Retrieved June 26, 2012, from
http://www.knowledge.offordcentre.com/childrens-needs/226-the-importance-of-attachment
The Offord Centre of Child Studies. (2009a). The importance of parenting. The Centre of
Knowledge on Healthy Child Development. Retrieved February 20, 2013, from
http://www.knowledge.offordcentre.com/childrens-needs/225-the-importance-of-parenting
The Offord Centre of Child Studies. (2009c). How to promote resiliency in children. The Centre of
Knowledge on Healthy Child Development. Retrieved February 25, 2013, from
http://www.knowledge.offordcentre.com/childrens-needs/242-resilience
The Offord Centre of Child Studies. (2012). Children's needs. Centre of Knowledge on Healthy
Child Development. Retrieved February 20, 2013, from
http://www.knowledge.offordcentre.com/childrens-needs
Ontario College of Family Physicians. (2010). Improving the odds: Healthy child development.
focus on the early years: Neuroscience and implications for clinical practice (6th Edition).
Retrieved January 17, 2013, from
http://www.beststart.org/resources/hlthy_chld_dev/pdf/Improving_odds_first_sections.pdf
Ontario Ministry of Education (Producer). (n.d.). Self regulation [Video]. Retrieved March 1, 2013,
from http://www.edugains.ca/newsite/fulldaykinder/videoselfregulation.html
Parlakian R. (2002). Building strong foundations: Practical guidance for promoting the social-
emotional development of infants and toddlers (Publication). Washington, DC: ZERO TO THREE.
Parlakian R. (2003). Before the ABCs: Promoting school readiness in infants and toddlers
(Publication). Washington, DC: ZERO TO THREE.
Paus, T. (Ed.). (2011, September 27). Brain [Complete folder]. In Encyclopedia on Early
Childhood Development. Retrieved March 1, 2013, from http://www.child-encyclopedia.com/en-
ca/child-brain/according-to-experts.html
Pearson, J., & Kordich, D. (2012). Building resilience in young children. A booklet for parents of
children from birth to six years (Canada, Best Start Resource Centre, Health Nexus). Retrieved
February 12, 2013, from
http://www.beststart.org/resources/hlthy_chld_dev/pdf/BSRC_Resilience_English_fnl.pdf
Pearson, J., & Kordich Hall, D. (2006, April). Reaching in … Reaching out promoting resilience
resiliency guidebook. Reaching IN...Reaching OUT Promoting Resilience in Young Children.
Retrieved February 8, 2013, from http://www.reachinginreachingout.com/resources-
guidebook.htm
The Period of Purple Crying. (n.d.). Retrieved March 14, 2013, from http://www.purplecrying.info/
Phillips, D., & Shonkoff, J. P. (2000). From neurons to neighborhoods: The science of early child
development. Washington, D.C.: National Academy Press.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 46
The power of play [Series of Related Articles]. (2013, March). Department of Education,
Newfoundland Labrador, Canada. Retrieved from
http://www.ed.gov.nl.ca/edu/earlychildhood/power.html
The professional training resource library (PTRL). (n.d.). International Society On Early
Intervention (ISEI). Retrieved March 21, 2013, from
http://depts.washington.edu/isei/ptrl/PTRL_Purpose.php
Promoting social and emotional competence. Resources: Training modules. (2006, May).
CSEFEL: Center on the Social and Emotional Foundations for Early Learning. Retrieved March 1,
2013, from http://csefel.vanderbilt.edu/resources/trainers.html
The Resilience Research Centre (RRC). (n.d.). Retrieved February 25, 2013, from
http://resilienceproject.org/
Resources: Family tools [Complete List]. (n.d.). Center on the Social and Emotional Foundations
for Early Learning (CSEFEL). Retrieved March 14, 2013, from
http://csefel.vanderbilt.edu/resources/family.html
Resources: Parent training modules. (n.d.). Center on the Social and Emotional Foundations for
Early Learning (CSEFEL). Retrieved March 14, 2013, from
http://csefel.vanderbilt.edu/resources/training_piwi.html
Resources: Practical Strategies for Teachers/Caregivers [Complete List]. (n.d.). Center on the
Social and Emotional Foundations for Early Learning (CSEFEL). Retrieved March 14, 2013, from
http://csefel.vanderbilt.edu/resources/strategies.html#teachingskills
Rubin, K. H., & Thompson, A. (2003). The friendship factor: Helping our children navigate their
social world and why it matters for their success and happiness. New York: Penguin Books.
Sanson, A., Hemphill, S. A., & Smart, D. (2004). Connections between temperament and social
development: A review. Social Development, 13(1), 142-170. doi: 10.1046/j.1467-
9507.2004.00261.x
Setting limits: Helping children learn self-regulation. (n.d.). The Whole Child. Development from
Birth to Five. Public Broadcasting System. Retrieved March 14, 2013, from
http://www.pbs.org/wholechild/parents/building.html
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 47
Shanker, S. (2010, November 13). Development of self-regulation [PowerPoint Slides]. In People
for Education. Retrieved from http://www.peopleforeducation.ca/wp-
content/uploads/2011/09/P4E-Conference-2010-Stuart-Shanker-Presentation.pdf
Shanker, S. (n.d.). Self-regulation: calm, alert, and learning* | Canadian Education Association
(CEA). Retrieved February 8, 2013, from http://www.cea-ace.ca/education-canada/article/self-
regulation-calm-alert-and-learning
Sharing knowledge with infant-toddler teachers and home visitors series. (2008). Head Start -
Early Childhood and Early Learning & Knowledge Centre. Retrieved from
http://eclkc.ohs.acf.hhs.gov/hslc/tta-
system/teaching/eecd/Curriculum/Teaching%20Strategies/SharingKnowledge.htm
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). The Science of Early Childhood Development
(Rep.). Retrieved March 1, 2013, from http://www.nap.edu/catalog.php?record_id=9824
Singer, D. G., Golinkoff, R., & Hirsh-Pasek, K. (Eds.). (2006). Play = learning: How play motivates
and enhances children's cognitive and social-emotional growth. New York, NY: Oxford University
Press.
Singer, D. G., Plaskon, S. L., & Schweder, A. E. (1990). The role of play in the preschool
curriculum. In J. L. Singer (Ed.), All work and no play: How educational reforms are harming our
preschoolers (pp. 43-70). Westport, CT: Praeger.
Smilansky, S. (1990). Sociodramatic play: Its relevance to behaviour and achievement in school.
In Children's play and learning: Perspectives and policy implications (pp. 18-42). New York, NY:
Teachers College Press.
St. Joseph's Women's Health Centre. (n.d.). Sharing attachment practices across cultures:
Learning from immigrants and refugees (A. Stoilova, Ed.) [Scholarly project]. In Attachment
Across Cultures. Retrieved from http://www.attachmentacrosscultures.org/about/index.html
Tepperman, J. (Ed.). (2007, May). Play in the early years: Key to school success (Issue brief).
Retrieved http://www.ecementor.org/articles-on-teaching/Play_article.pdf
Tomlin, C. (n.d.). For parents only: Teaching your child through play. Earlychildhood NEWS.
Retrieved February 8, 2013, from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=462
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 48
Toronto, Ontario, Canada, Children's Mental Health Ontario. (2002, Summer). Early childhood
mental health treatment - literature review and practice guide. Retrieved from
http://www.kidsmentalhealth.ca/documents/PR_0_6_literature_review_and_practice_guide.pdf
TVO parents: Nurturing early brain development. (n.d.). TVO Parents. Retrieved March 1, 2013,
from
http://tvoparents.tvo.org/search/apachesolr_search/Nurturing%20Early%20Brain%20Developmen
t?filters=im_domain_id%3A9
United States, Michigan Department of Community Health, Bureau of Community Mental Health
Services. (2012, March). Social-emotional development in young children: A guide produced by
the Michigan department of community health. Retrieved February 12, 2013, from
http://www.michigan.gov/documents/Social_Emotional_Development_in_Young_Children_Guide
_88553_7.pdf
United States, Washington State Department of Early Learning (DEL). (2012). Executive function
[Online Training Module]. Retrieved from
http://www.deltraining.com/courses/Executive_Function/content-frame.htm
Van Hoorn, J., Nourot, P. M., Scales, B., & Alward, K. (2007). Play at the centre of the curriculum
(4th Edition). Upper Saddle River, NJ: Merrill/Prentice Hall.
Van I Jzendoorn, M. (Ed.). (2012, May 04). Attachment [Complete Folder]. In Encyclopedia on
Early Childhood Development. Retrieved from http://www.child-encyclopedia.com/en-ca/parents-
child-attachment/according-to-experts.html
Wakschlag, L. S. (Ed.). (2012, March 12). Tobacco and pregnancy [Complete Folder]. In
Encyclopedia on Early Child Development. Retrieved from http://www.child-encyclopedia.com/en-
ca/tobacco-pregnancy/according-to-experts.html
Waxler, E., Thelen, K., & Muzik, M. (2011). Maternal perinatal depression – Impact on infant and
child development. European Psychiatric Review, 7(1), 41-47.
What is infant mental health? (Publication). (n.d.). Retrieved March 13, 2013, from Florida
Association for Infant Mental Health website: http://faimh.org/resourceFiles/WhatIsIMH_2008.pdf
Your baby’s brain: How parents can support healthy development. (2012, January). Caring for
Kids, Canadian Paediatric Society. Retrieved from
http://www.caringforkids.cps.ca/handouts/your_babys_brain
Your baby's development. aged-based handouts. (n.d.). Zero to Three. Retrieved March 1, 2013,
from http://www.zerotothree.org/about-us/areas-of-expertise/free-parent-brochures-and-
guides/age-based-handouts.html
Your child’s development: What to expect. (2008, June). Caring for Kids, Canadian Paediatric
Society. Retrieved from http://www.caringforkids.cps.ca/handouts/your_childs_development
Zelazo, P. D. (Ed.). (2011, February 10). Social cognition [Complete Folder]. In Encyclopedia of
Early Child Development. Retrieved from http://www.child-encyclopedia.com/en-ca/social-
cognition-children/how-important-is-it.html
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 49
Acknowledgements
The Early Years Mental Health Committee [infant through to 6 years of age] would like to
thank Evidence In-Sight, Ontario Centre of Excellence for Child and Youth Mental Health for
conducting the research to identify the factors contributing to the healthy social and
emotional development of young children which provided the foundation for the development
of the common messages.
The committee also gratefully acknowledges the support that Our Kids Network has provided
and its willingness to share information with our professional community. Working together,
we can enhance the knowledge and understanding of the experiences, resources and
protective factors that foster healthy social and emotional development in children and
effectively plan and implement supports for families and children.
Please direct any questions or concerns about the content and/or development of this
resource to the Halton Early Years Mental Health Committee [Infant through 6 years of
age] members as noted below:
Jean Gresham - Halton Region - Supervisor, Healthy Baby Healthy Children Program
(Committee Chair)
jean.gresham@halton.ca
Gabrielle Hunter - Halton Region - Public Health Nurse, Early Years Health Program
gabrielle.hunter@halton.ca
Petra Samson - Milton - Supervisor, Ontario Early Years and Family Resource Programs,
petras@mcrc.on.ca
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 50
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 51