1. Ainsworth, M. D. S., Blehar, M., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale: Erlbaum.
2. Barnett, W. S., Friedman, A. H., Hustedt, J. T., & Stevenson-Boyd, J. (2009). An overview of prekindergarten policy in the United States: Program governance, eligibility, standards, and finance. In R. C. Pianta & C. Howes (Eds.), The promise of pre-K. Baltimore: Paul H. Brookes Publishing Co..
3. Bierman, K. L., & Erath, S. A. (2006). Promoting social competence in early childhood: Classroom curricula and social skills coaching programs. In K. McCartney & D. Phillips (Eds.), Blackwell handbook on early childhood development (pp. 595–615). Malden: Blackwell.
4. Blair, C., & Raver, C. C. (2012). Child development in the context of adversity: Experiential canalization of brain and behavior. American Psychologist, 67, 309–318. doi: 10.1037/a0027493 .
5. Bodrova, E., Leong, D., & Shore, R. (2004). Child outcome standards in pre-k programs: What are standards; What is needed to make them work? National Institute for Early Education Research Preschool Policy Matters, 5, 1–12.