Applying Neuroscience to Early Intervention – Further Reading2019-01-24T11:20:49+00:00
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Further Reading

  • Bishop, D. V. M. (1999) How does the brain learn language? Insights from the study of children with and without language impairment. Developmental medicine and Child Neurology 42, 2, 133-142.
  • Blakemore, S. J. and Frith, U. (2005) The Learning Brain: Lessons for education. Oxford: Blackwell.
  • Bodrova, E. and Leong, D. J. (2007) Tools of the Mind (2nd ed.) Columbus, O.H.: Merrill/Prentice Hall.
  • Bowlby, J. (1953) Child Care and the Growth of Love. U.K: Penguin.
  • Boxall, M. (2002) Nurture Groups in Schools: Principles and Practice. Sage Publications.
  • Bradley, R., Atkinson, M., Tomasino, D. and Rees, R.A. (2009) Facilitating Emotional Self-Reguation in Preschool Children: Efficacy of the Early HeartSmarts Program in Promoting Social, Emotional and Cognitive Development. California: HeartMath LLC.
  • Bruer, J. (2011) Revisiting The Myth of the First Three Years. University of Kent: Centre for Parenting Culture Studies.
  • Cozolino, L. (2013) The Social Neuroscience of Education: Optimizing learning and attachment in the classroom. London: Norton and Co.
  • David, T., Goouch, K., Powell, S. and Abbott, L. (2003) Young Brains. Research Report Number 444. London: Department for Education and Skills.
  • Dowling, J. E. (2004) The Great Brain Debate. Princeton and Oxford: Princeton University Press.
  • Early Home Learning Matters. A brief guide for practitioners. (2009) London: The Family and Parenting Institute.
  • Eliot, L. (1999) What’s Going On in There? How the Brain and Mind Develop in the First Five Years. New York: Bantam Books.
  • Fox, N. A. and Schonkoff, J. P. (2011) ‘Violence and development: how persistent fear and anxiety can affect young children’s learning, behaviour and health’, in Bernard van Leer Foundation (ed.), Hidden Violence: Protecting Young Children at Home. Early Childhood Matters No. 116. The Hague: Bernard van Leer Foundation.
  • Frith, U. and Happe, F. (1999) Theory of Mind and Self-Consciousness: What Is It Like To Be Autistic? Mind and Language, Vol. 14. No. 1, 1-22. Oxford: Blackwell Ltd.
  • Gerhardt, S. (2015) Why Love Matters. London and New York: Routledge.
  • Gopnik, A. (2009) The Philosophical Baby. London: The Bodley Head.
  • Happe, F. and Frith, U. (1994) Theory of mind in autism. In Schopler, E. and Mesibov, G. B. (Eds.), Learning and cognition in autism. New York: Plenum.
  • Howard-Jones, P., Pickering, S. and Diack, A. (2007) Perceptions of the role of neuroscience in education. London: The Innovation Unit.
  • Iacoboni, M. (2012) Cited in Frank, L. (2012) The Neurotourist: Postcards from the Edge of Brain Science. Oxford: One World.
  • Kolb, B. (2009) Brain and behavioural plasticity in the developing brain: Neuroscience and public policy. Paediatrics and Child Health, 14(10):651-652.
  • LeDoux, J. (2003) Synaptic Self. London: Penguin.
  • Pinker, S. (2007) The Language Instinct: The New Science of Language and Mind. London: The Folio Society.
  • Ramachandran, V. S. (2010) The Tell-Tale Brain. Unlocking the Mystery of Human Nature. United Kingdom: Cornerstone.
  • Ridley, M. (2011) Nature via Nurture. London: Fourth Estate.
  • Rizzolatti, G. and Fabbri-Destro, M. (2008) The mirror neuron system and its role in social cognition. Current Opinion in Neurobiology 18 (2): 179-84.
  • Satel, S. and Lilienfeld, S. O. (2013) Brainwashed. The Seductive Appeal of Mindless Neuroscience. New York: Basic Books.
  • Save the Children (2015) Lighting up young brains. How parents, carers and nurseries support children’s brain development in the first five years. London: Save the Children.
  • Schore, A.N. Attachment trauma and the developing right brain: origins of pathological dissociation. In: Dell, P. F. and O’Neil, J. A, (eds.), (2009) Dissociation and the dissociative disorders DSM V and beyond. New York: Taylor and Francis Group.
  • Schore, A. N. (2005) Attachment, affect regulation, and the developing right brain: Linking developmental neuroscience to paediatrics. Paediatrics in Review, 26, 204–211.
  • Shonkoff, J. P. and Bales, S. N. (2011) Science does not speak for itself: Translating child development research for the public and its policymakers. Child Development, 82(1), 17-32. Doi: 10.1111/j.1467-8624.2010.01538.x
  • Siegel, D. (2012) The Developing Mind: How relationships and the brain interact to shape who we are. New York: Guildford Press.
  • Sigman, M., Peña, M., Goldin, A. P. and Ribeiro, S. (2014) Neuroscience and education: prime time to build the bridge. Nature Neuroscience, 17(4):497-502.
  • Tarullo, A. R. and Gunnar, R. (2006) Child maltreatment and the developing HPA axis. Hormones and Behaviour, 50 (4): 632-9.
  • Thomas, M. S. C. and Knowland, V. C. P. (2009) Sensitive Periods in Brain Development – Implications for Education Policy. London: Birkbeck University
  • United Nations Educational, Scientific and Cultural Organization (UNESCO, 2012) Technical Paper 9: A Place to Learn: Lessons from Research on Learning Environments. Quebec: UNESCO Institute for Statistics.
  • https://www.skillsyouneed.com/rhubarb/study-while-working-tips.html (Accessed February 2018)
  • org – Best Practices for Ensuring Originality in Written Work. (2016). Glossary. [online]. Available at: http://www.plagiarism.org/plagiarism-101/glossary [accessed 13 Apr. 2016].