Ainsworth, M. D. (1973). The development of infant mother attachment. In B. M. Caldwell, & H. N. Ricciuti (Eds.), Review of child development research (Vol. 3). Chicago, IL: University of Chicago Press.
 Agostin, R. M., & Bain, S. K. (1997). Predicting early school success with development and social skills screeners. Psychology in the Schools, 34, 219-228. http://dx.doi.org/10.1002/(SICI)1520-6807(199707)34:3<219::AID-PITS4>3.0.CO;2-J
 Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111-127 http://dx.doi.org/10.1037/0003-066X.57.2.111
 Bowlby, J. (1969). Attachment and loss. Vol. 1: Attachment. New York: Basic Books.
 Browne, G., Gafni, A., Roberts, J., Byrne, C., & Majumdar, B. (2004). Effective/efficient mental health programs for school-age children: A synthesis of reviews. Social Science & Medicine, 58, 1367-1384.http://dx.doi.org/10.1016/S0277-9536(03)00332-0
 Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436.http://dx.doi.org/10.1016/S0022-4405(02)00107-3
 Campbell, F.A., Ramey, C.T., Pungello, E., Sparling, J., & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6, 42-57.http://dx.doi.org/10.1207/S1532480XADS0601_05
 Caldwell, H. N., Arnold, D. H., Ortiz, C., Curry, J. C., Stowe, R. M., Goldstein, N. E., Fisher, P. H., Zeljo, A., & Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111-127. http://dx.doi.org/10.1037/0003-066X.57.2.111
 Child Trends (2002). Facts at a glance. Washington DC: Child Trends.
 Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92, 458-465.http://dx.doi.org/10.1037/0022-0622.214.171.1248
 Connell, C. M., & Prinz, R. J. (2002). The impact of childcare and parent-child interactions on school readiness and social skills development for low income African American children. Journal of School Psychology, 40, 177-193. http://dx.doi.org/10.1016/S0022-4405(02)00090-0
 Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, Special Issue: Measurement of school Readiness, 17, 57-89.
 Dockett, S., & Perry, B. (2003). Children starting school: What should children, parents and school teachers do? Australian Research in Early childhood Education, 10, 1-12.
 Eisenberg, N., & Mussen, P. H. (1989). The roots of prosocial behavior in children. New York: Wiley. http://dx.doi.org/10.1017/CBO9780511571121
 Emde, R. N. (1998). Early emotional development: New modes of thinking for research and intervention. In J. G. Warhol (Ed.), New perspectives in early emotional development (pp. 29-45). Johnson & Johnson Pediatric Institute.
 Greenberg, M., Weissberg, R., O Brien, M., Zins, J., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474.http://dx.doi.org/10.1037/0003-066X.58.6-7.466
 Harris, J. R. (1995). Where is the child’s environment? A group socialization theory of development. Psychological Review, 102, 458-489.http://dx.doi.org/10.1037/0033-295X.102.3.458
 Howes, C., Hamilton, C. E., & Philipsen, L. C. (1998). Stability andcontinuity of caregiver and child-peer relationships. Child Development, 69, 418-426.
 Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s preacademic achievement in prekindergarten programs. Early Childhood Research Quarterly, 23, 27-50. http://dx.doi.org/10.1016/j.ecresq.2007.05.002
 Konold, T. R., & Pianta, R. C. (2005). Empirically-derived, per sonoriented patterns of school readiness in typically-developing children: Description and prediction to first grade achievement. Applied Developmental Science, 9, 174-187.http://dx.doi.org/10.1207/s1532480xads0904_1
 La Paro, K. M., & Pianta, R. C. (2000). Predicting children’s competence in the early school years: A meta-analytic review. Review of Educational Research, 70, 443-484. http://dx.doi.org/10.3102/00346543070004443
 Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment? Child Development, 68, 1181-1197. http://dx.doi.org/10.2307/1132300
 LeBuffe, P. A., & Naglieri, J. A. (1998). The Devereux Early Childhood Assessment (DECA). Villanova, PA: Devereux Foundation.
 McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning related social skills. Early Childhood Research Quarterly, 15, 307-329.http://dx.doi.org/10.1016/S0885-2006(00)00069-7
 Normandeau, S., & Guay, F. (1998). Preschool behavior and first grade school achievement: The meditational role of cognitive self-control. Journal of Educational Psychology, 90, 111-121.http://dx.doi.org/10.1037/0022-06126.96.36.199
 O’Neil, R., Welsh, M., Parke, R. D., Wang, S., & Strand, C. (1997). A longitudinal assessment of the academic correlates of early peer acceptance and rejection. Journal of clinical child psychology, 26, 290-303. http://dx.doi.org/10.1207/s15374424jccp2603_8
 O’Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 340-369.http://dx.doi.org/10.3102/0002831207302172
 Pianta, R. C., & Harbers, K. L. (1996). Observing mother and child behavior in a problem solving situation at school entry: Relations with academic achievement. Journal of School Psychology, 34, 307-322. http://dx.doi.org/10.1016/0022-4405(96)00017-9
 Raver, C. C., & Zigler, E. F. (1997). Social competence: An untapped dimension of Head Start’s success. Early Childhood Research Quarterly. In Ricciuti (Eds.), Review of child development research (Vol. 3, pp. 363-385). Chicago, IL: University of Chicago Press.
 Raver, C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report of the Society for Research in Child Development, 16, 1-20.
 Rimm-Kaufman Sara, E., La Paro Karen, M., Downer Jason, T., & Pianta Robert, C. (2005). The contribution of classroom setting and quality of instruction to children’s behavior in kindergarten classrooms. The Elementary School Journal, 105, 377-394.http://dx.doi.org/10.1086/429948
 Saarni, C., Mumme, D. L., & Campos, J. J. (1998). Emotional development: Action, communication and understanding. In W. Damon (Ed.), Handbook of child psychology (5th ed., pp. 237-309). New York: Wiley.
 Slaughter-Defoe, D. T., & Rubin, H. H. (2001). A longitudinal case study of Head Start eligible children: Implications for urban education. Educational Psychologist, 36, 31-44.http://dx.doi.org/10.1207/S15326985EP3601_4
 Schweinhart, L. J., & Weikart, D. P. (1997). The high/scope preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12, 117-143. http://dx.doi.org/10.1016/S0885-2006(97)90009-0
 Smith, M., & Walden, T. (2001). An exploration of African American preschool-aged children’s behavioral regulation in emotionally arousing situations. Child Study Journal, 31, 13-43.
 Sroufe, L. A. (1996). Emotional development: The organization of emotional life in the early years. New York: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511527661
 Shonkoff. J. P., & Phillips, D. A. (eds.) (2000). From neurons to neighborhoods: The science of early childhood development. Committee on integrating the Science of Early Childhood Development, National Research Council and Institute of Medicine. Washington DC: National Academy Press.
 Tennant, R., Goens, C., Barlow, J., Day, C., & Stewart-Brown, S. (2007). A systematic review of reviews of interventions to promote mental health and prevent mental health problems in children and young people. Journal of Public Mental Health, 6, 25-32.http://dx.doi.org/10.1108/17465729200700005
 Turner, L. A., & Johnson, B. (2003). A model of mastery motivation for at-risk preschoolers. Journal of Educational Psychology, 95, 495-505. http://dx.doi.org/10.1037/0022-06188.8.131.525
 Thompson, R. A. (1998). Emotional competence and the development of self. Psychological Inquiry, 9, 308-309http://dx.doi.org/10.1207/s15327965pli0904_14
 Thompson, R. A. (2002). The roots of school readiness in social and emotional development. Set for success: Building a strong foundation for school readiness based on the social-emotional development of young children. 1(1), pp. 8-29. Kansas City, MO: The Ewing Marion Kauffman Foundation.
 Wentzel, K. R., & Asher, S. R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754-763. http://dx.doi.org/10.2307/1131948
 Zins, J., Bloodworth, M., Weissberg, R., & Walberg, H. (2004). The scientific base linking social and emotional learning to school success. In J. Zins, R. Weissberg, M. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 1-22). New York: Teachers Press, Columbia University.