PSYCHOLOGY 211: Project Outreach Section 001 Working with Preschool Children Fall 2016 Syllabus

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Instructor: Jason Lam

Class Location: G390 DENT

Email: lamcj@umich.edu

Mailbox: 1218 East Hall

Office Hours: East Hall B268, by appointment

 

Course Description

 

Project Outreach is designed to give students the opportunity to integrate classroom knowledge with practical experience in the community.  The emphasis of this section will be to gain a deeper understanding of the issues related to working with preschool children and their development.  Students will participate in weekly lectures and discussions that will address the diverse experiences and various factors that influence this crucial time in a­­ child’s development.  Students will also volunteer at one of a number of sites that work with preschool children.  Placements differ according to their function and the population they serve (developmental stages, life experiences, and social and cultural backgrounds).  The goals of this course are to provide a field-based educational experience, an exposure to the breadth of psychological issues related to working with preschool children, and an opportunity to explore career options and engage in community service.

 

Grading

The graded work in the course will be weighted roughly as follows to determine a final percentage grade:

 

Attendance:                                                     20%

Participation:                                                  15%

Placement                                                     30%

Written Assignments                                      20%

Final Exam                                                     15%

 

 

Grades will be awarded as follows:

 

A+       100% and exceptional student performance based on GSI’s observation

A         93% to 99%   

A-        90% to 92%

B+       87% to 89%

B         83% to 86%

B-        80% to 82%

C+       77% to 79%

C         73% to 76%

C-        70% to 72%

D+       67% to 69%

D         63% to 66%

D-        60% to 62%

F          Below 60%

 

Class Expectations

                                  

1) Attendance Policy

 

Attendance at Lecture and Discussion is a critical part of the Project Outreach experience. Students are graded on their attendance for lecture/discussion. Students will be given partial credit for flagrant/egregious cell phone or laptop use

 

All students are allowed 1 “Free” absence from Lecture and Discussion. (These may be on the same or different days). Full attendance credit is given for each absence, however homework  still must be submitted and a make-up journal needs to written.

 

Excused absences can earn full credit for attendance

In order to receive attendance credit, students must submit written documentation concerning any anticipated excused absences (e.g. religious holidays, disabilities, scheduled exams or required activities in other classes, etc.), by the UM Drop/Add date for the current semester. Recognizing that life happens, other excused absences may include illness with doctor's note, funerals, and other conflicts/commitments as approved by the GSI. It is imperative to contact your Group Leader immediately (via email) before class if you cannot attend.  Students with GSI-approved Excused Absences can earn full attendance and discussion credit by completing make-up assignments (details below in “submitted assignments”) and assigned journal assignments within the specified time periods. 

 

Unexcused absences will result in zero points for attendance and discussion participation

An unexcused absence from either lecture or discussion counts as a full-unexcused absence. Unexcused absences also include arriving to lecture or discussion more than 10 minutes late.  Students who add a section after the 2^nd week of class are required to meet with the GSI and complete make-up assignments and assigned journal assignments within the specified time periods.

 

2) Lecture Participation

 

Lecture is held in G390 DENT from 4:10-5:00 PM on Tuesdays.  Experts from both our local community and the University of Michigan will share their experiences as it relates preschoolers, and the lecture series will provide a theoretical base from which to better explore readings and site experiences.  Speakers are volunteering their time; therefore it is expected that all students treat our guests respectfully.  All cell phones and laptops must be turned off during lecture.  Further, doing homework, crossword puzzles, listening to music, etc., during lecture or discussion will earn you zero points for participation.  It is expected that students listen attentively and actively participate when invited.

 

**If you have need of an accommodation that requires the use of a laptop, please let the instructor know by the UM Drop/Add date for the current semester.**

 

3) Discussion Participation

 

Discussion is held on Tuesdays from 5-6 pm immediately following lecture.  Although Group Leaders will help facilitate dialogue, you are expected to take initiative within these discussion groups by completing the assigned reading and coming prepared to ask questions and highlight interesting or troublesome points from the reading.  These discussion sections are intended to serve as a bridge between various class components, acting as a forum to discuss the relationship between issues raised in lecture, readings, and experiences in the field.  They will complement the placement experience by providing a forum for debriefing, planning, and problem solving.  Please note, if you have a good reason why you need to leave (not more than) 5 minutes early, contact your Group Leader in advance, otherwise you will be marked absent.

 

4) Readings

 

Assigned readings must be read before lecture and section each week.  Students will be expected to use these readings in their journals and will be included in the Class Exam.  The readings for this course can be accessed through Canvas under Files.  The reading schedule can be accessed through Canvas under the Syllabus tab.

 

5) Volunteer Placement Participation

 

Before you begin your placement you are required to complete:

TB Tests:  The placement sites require documentation of a TB test before you can start your hours. You will be unable to begin volunteering until you have turned in negative results. Delaying your start date will affect how many hours you can complete and may impact your grade.  TB tests are available at University Health Services for $12.  Students must return in person 48-72 hours after the test for evaluation.  Contact Health Services at 734-764-8325.  Skin tests are done on weekdays except Thursdays.  See http://uhs.umich.edu/tbtest#howtest for more information.

 

TB tests are also administered at Concentra Urgent Care: Monday-Friday 8-6 PM. Walk-in tests are $26 (no appointment needed). 

Concentra Urgent Care

3131 S. State St

734-213-6285  

    

National Registry Clearance/Criminal Background Check: It is standard practice for the University and a requirement for all sites to do a criminal background check because you will be working with children.  If you have any concerns about this, let the GSI know immediately. Failure to turn in paperwork for a background check on time will delay your volunteer start date and may impact your grade.

 

 

Expectations are as follows:

• Students are required to volunteer 4 hours per week (not including travel time), every week, at their assigned placement sites with the expectation they will complete 40 hours throughout the semester.
• Students must maintain a consistent weekly schedule because the children and the staff at the sites rely on Project Outreach volunteers! Missed placement time must be made up by the very next week, at the convenience of your site.
• Students are expected to interact appropriately with the children, parents, and staff at their placement sites.
• You are responsible for arranging transportation. An email will be sent with further instructions on the first day of class. Address transportation questions to: transportation@umich.edu.
• Inappropriate behavior at site will impact grade. Students will receive a mid-semester and end of semester Placement Grade.  The last day to volunteer is the last day of class. Termination from placement will result in failure in class

 

Placement grades are calculated as follows:

 

At midpoint of semester, has completed 16+ hours	4 Points
At midpoint of semester, has completed 14-16 hours	3 Points
At midpoint of semester, has completed 12-14 hours	2 Points
At midpoint of semester, has completed 10-12 hours	1 Point
At midpoint of semester, has completed fewer than 10	0 Points

 

By end of semester, has completed 38-40 hours	9 Points
By end of semester, has completed 34-37 hours	8 Points
By end of semester, has completed 30-33 hours	6 Points
By end of semester, has completed 28-29 hours OR placement concerns	4 Point
By end of semester, has completed less than 28 hours OR placement concerns	0 Points

 

 

Submitted Assignments

 

General Guidelines

All written assignments follow the following format unless otherwise specified:

• Must be typed, printed, and handed in to your Group Leader at the beginning of lecture.
• Late submissions will be penalized 30% each day. After the fourth day, 0 will be given.
• Double-spaced, 1” margins all around, 12-point Times New Roman Font, Name, student ID and date in header
• In-cite APA citation when applicable. No reference page required.

1)  Pre-placement Reflection Paper

 

Students will complete two hours of observation of children in a public setting (i.e., play area at the mall, sports event, Hands on Museum, etc.).  Ideally, the goal is for you to observe preschool age children (3-5 year olds).  These two hours will count toward your total required placement hours.  Write a two-page reflection paper on this experience.

 

2) Weekly Journal

You are expected to complete weekly journal assignments, which will be assigned, collected, and carefully read and responded to by Group Leaders.  Journals are intended to integrate your experiences at placement with lectures, readings, and discussion topics. They are an opportunity for you to reflect upon your experiences at your site and to evaluate your synthesis of materials and participation.  Integration of information is key; a simple narration of daily activities is not sufficient to receive full credit. Your Group Leader will look for evidence of thoughtful reflection and critical thinking. Reflection journals are an opportunity to communicate difficulties to your Group Leaders and to pose more profound questions about working with preschool children.  Your Group Leader will provide weekly feedback on your journal entries. See below for reference of rubric.

3) Volunteer Hours

 

In the upper right hand corner of each journal, the student must record the number of volunteer hours completed during the previous week (write the date from previous Monday to Friday) and write in parenthesis the total number of volunteer hours completed to date.  If you did not attend site, write the reason for not attending site on your journal.

 

Example 1:

Student A completed four volunteer hours during the week of Monday, February 10^th to Friday, February 14^th bringing the student’s total number of hours completed as of February 14^th to twelve hours.  On the journal that will be submitted on Tuesday, February 18^th Student A will write:

“Week of February 10-February 14: 4 hours completed (12 hours total)”

 

Example 2:

Student B completed two volunteer hours during the week of Monday, February 10^th to Friday, February 14^th bringing the student’s total number of hours completed as of February 14^th to ten hours.  The student did not complete two scheduled hours due to the observance of a religious holiday.  On the journal that will be submitted on Tuesday, February 18^th Student B will write:

“Week of February 10-February 14: 2 hours completed (10 hours total).  I did not attend site the other 2 hours due to my observance of a religious holiday.”

 

4)  Midterm Project

 

Students will work as a group to create and implement a lesson/activity that integrates early childhood development, language development, and early childhood curriculum. Group Leaders will oversee the project; however, students are responsible for obtaining the approval from the staff at their site.  The last day to complete the project will be on week 12.

 

Students will write a 5-7-page paper (double-spaced, 12-point font, 1” margins and APA format when applicable) that describes the goals of the project, the details of its execution, and any problems that may be anticipated. The paper will be assigned on week 4 and submitted on week 7.

• Class Exam

The take-home exam contains 1 major integrative essay question which draws upon field experience, readings and lecture, and 2 other questions, of which the student will choose only 1 to complete. Answers must include support from all three elements (field experience, reading, and lecture) with a minimum of 3 sources cited from different weeks. The length for each answer is 600-800 words. The class exam will assigned on week 13 and will be submitted on week 14 (the last day of class). N.B. Late exams will not be accepted. 

 

Students will only enter their UMID on their exam. Exams will be evenly and randomly distributed to all section GL’s for evaluating. GSI’s will review a sample of each GL’s evaluations. Grade changes can only be made by the GSI.

 

• Make-up Reaction Paper:

An article will be provided to be used in the make-up assignment. Papers should be emailed to the Group Leader with a copy to the instructor.  Papers evaluated as “satisfactory” receive the full 4 points for lecture.

 

When to do them:

You must do a make-up assignment for an absence that is excused. The make-up assignment is in addition to the required journal for the week.  Make-up assignments are due the week immediately following the absence (so, if you are absent Tuesday the 3^rd, you must turn in your makeup assignment on Tuesday the 10^th, etc.).  Late work penalties apply.

 

What to write:

Students are expected to find a scholarly article corresponding to the lecture missed and type a 2-page reaction paper.  The paper should include a brief summary of the reading, a critical response to the ideas presented and connections to the assigned readings. Lastly, comment on how this might relate to your experiences at your placement and/or Project Outreach experiences.  Be sure to cite all sources and include a reference page.

 

**Failure to complete any make-up assignment will result in zero points for attendance and participation for the missed day.** 

 

Suggestions for Outreach

 

• Be respectful of teachers and staff at placement. You do not have to agree with every choice they make or action they take, but you do need to remember that they are in charge and you are there to be supportive of them. Use them as the valuable resource they are and ask questions when you are not sure about something.

 

DO:                 Introduce yourself to the teacher and students.

                              Ask how you can participate

                              Give equal attention to the students

                              Find ways to connect with each child

 

DON’T:          Use your phone or other electronics

                              Do your homework

                              Sleep or lounge around

                              Interact with other Project Outreach students rather than the children.

 

• Be respectful of the children at placement.

DO:                 Be interested, open and friendly

                                    Look them in the eyes

                                    Use a warm tone and speak in your normal voice

                                    Use words children can understand

                                    Use appropriate and positive language

                                    Meet them at their developmental and physical level

 

            DON’T:          Pat them on the head

                                    Use falsetto, condescending, or sarcastic tones

                                    Use language that is too sophisticated or too simple

                                    Tease

 

• Dress appropriately for placement. Please consult your staff at site for specific instructions about dress. Do not wear any clothing that is tight, torn, or that is inappropriate for a preschool setting (e.g., pants with underwear showing or shirts that show stomach your) or that has pictures or lettering referencing sex, drugs, alcohol, swearing, or violence. 

 

• You are in placement to learn. Watch, observe, and learn to see through a child’s eyes. You are there to support. Ask how you can be most helpful. You are there to interact.  Let the children lead you in their play, and have a wonderful time!

 

• Be very clear with your placement site about acceptable physical interactions.

Placement sites vary in their rules and regulations.  Make sure you know and understand your site’s policies on volunteer/student interactions. All of these questions should be covered in orientation.

There are a couple of universal rules: You are not a jungle gym.  Do not allow children to climb all over your body.  Instead, view this as a chance to teach them respect for other people’s bodies and space. Do not allow yourself to be unsupervised with the children for more than five (5) minutes.  This is for your protection as well as theirs

 

Project Outreach Safety Policies

 

Maintaining student safety in field placements is one of the highest priorities of Project Outreach. To that end, please read and carefully follow the policies listed below. Unintended incidents can happen to anyone, even in benign and “friendly” sites; please always remain alert to this possibility.

• Site staff should always present with you on site (preferably in the immediate area)
• Students may never share any personal information (last names, phone numbers, e-mail addresses, street addresses, etc.) with either service recipients OR staff (unless sharing information with staff is required by the site)
• Students never need to answer what are perceived as personal or inappropriate questions. (Students can answer that course policy does not allow them to answer questions like this.)
• Only first names are allowed on name tags or verbal introductions
• Service recipients may never be taken out of site, even with permission or if accompanied by a staff.
• Students may not have any contact with service recipients OR site staff outside of placement.
• Students may not have any physical contact with service recipients beyond shaking hands. (Students in preschool settings must follow policies established in those placements.)
• Whenever possible, arrange to meet and interact with service recipients in public areas or community spaces.
• Avoid entering any room (including a bedroom, activity room, etc.) alone with a service recipient. If it is necessary to do this, keep the time in the room as brief as possible and always keep the door open with you being closest to the door.
• Students may never assist in the management of a behavioral problem, even if directed to do so by staff. This type of request is inappropriate and you should simply leave the situation and seek immediate safety. Intervening or assisting in these situations may lead to an escalation of a dangerous situation that could jeopardize your safety and lead to potential liability on your part.
• If you feel unsafe for any reason, remove yourself from the environment immediately. If your gut instinct tells you that something is wrong, pay attention to that feeling and leave the situation. 

 

Immediately tell your Group Leader of any feelings of uneasiness in site or safety concerns for yourself or other Outreach students (including inappropriate comments by recipients or staff) OR if you witness any violation of these policies. These will always be received seriously, and appropriate action will promptly be taken. Know that students are never penalized in any way for the reporting of safety concerns.

 

Psych 211—Working with Preschoolers Calendar (tentative)

	DATE	TOPICS	Assignments Due
Week 1	September 6	Introduction	Background Check and TB Test Documentation
Week 2	September 13	Early Childhood Development	Pre-placement Journal
Week 3	September 20	Language Development	Lang. Dev. Journal
Week 4	September 27	Early Childhood Curriculum	Curriculum Journal
Week 5	October 4	Behavior Modification for Preschoolers	Behavior Modification Journal
Week 6	October 11	Play and Preschoolers	Play Journal
Week 7	October 18	Break
Week 8	October 25	Technology	Midterm Paper
Week 9	November 1	Poverty	Poverty Journal Mid-point volunteer hours
Week 10	November 8	Pervasive Developmental Disorders	Pervasive Developmental Disorders Journal
Week 11	November 15	Non-traditional Parenting	Non-traditional Parenting Journal
Week 12	November 22	Children and Diversity	Diversity Journal (Last day to complete Midterm Project)
Week 13	November 29	Attachment and Trauma	Attachment and Trauma Journal
Week 14	December 6	Health and Nutrition	Final Journal
Week 15	December 13	Final Class	Final exam Final volunteer hours

 

 

 

 

 

 

Weekly Journal Grading Rubric and Discussion Participation:

 

 

GL Name: ____________________ Student Name: ____________________________________

Week (the journal is due) #:     1     2     3     4     5     6     7     9     10     11     12     13     14     15

 

Weekly Journals Grading Rubric - Topic ____________
A. Structure/Organization
Required length (at least 2 pages with 1”margins in 12 pt. Times New Roman font)	/1
Readable (re: grammar, logic and organization)	/1
Appropriately serious/professional tone	/1
B. Content
Addresses journal assignment	/1
Includes placement observations/experiences	/1
Integrates concepts/themes from the week’s readings	/1
Correctly cites at least one assigned reading (APA style)	/1
Contains personal reflection (impact on self, major concept learned, etc.)	/1
Two questions to spark group discussion (0-2)	/2
Late journals: 3 points deducted for each late day
Total Points (0-10)	/10
Weekly Participation Grade
3 Points: Active listening and contributions, engaged, prepared, positive influence and supports peer and group leader
2 Points: Present, but not prepared, actively listening, contributing, and/or engaged.
Zero Points: Use of electronics, doing other homework or unexcused absence
-2 points: Negative influence on group: disinterest, unprepared, doesn’t contribute, excessive bathroom trips
Weekly Attendance Grade
Present: 4/4 Points
Excused Absence: 4/4 Points (If make up assignment completed). Excused absences may include religious holidays, illness with doctor's note and other conflicts/commitments as approved by the GSI.
Unexcused Absence: 0/4

 

 

­­Project Outreach, Working with Preschool Children

Psychology 211, Section 001 Fall 2016

Schedule of Readings (tentative)

 

September 13 – Early Childhood of Development

Lecture: Beth Melampy, Curriculum Director, Gretchen’s House

 

• Dodge, D. (2002). How Children Develop and Learn. In The Creative Cirriculum for Preschool. Bethesda: Teaching Stategies Inc, pp. 17-41.

 

• Watch “Piagetian Experiment: Conservation”

 

Additional Material:

• Gelman, R.,& Baillargeon, R. (1983). A Review of Some Piagetian Concepts. Handbook of child psychology 3 (1983): 167-230.

 

• Miller, S. (1976). Nonverbal Assessment of Piagetian Concepts. Psychological Bulletin. 83 (3), 405-430.

 

September 20 – Language Development

Lecture: Amanda Sheridan, Clinical Fellow, Mary Rackham Institute & Kaitlyn Ayres, Clinical Fellow, Mary Rackham Institute

 

• Feldman, H. (2005). Evaluation and Management of Language and Speech Disorders in Preschool Children. Pediatrics in Review, 26 (4), 131-142

 

• Preschool Language Disorders. (2013). Retrieved from American Speech-Language-Hearing Association: http://www.asha.org/public/speech/disorders/Preschool-Language-Disorders/

 

Additional Material:

• National Association for the Education of Young Children. The Essentials of Early Literacy Instruction. Retrieved from http://www.naeyc.org/.

 

September 27 – Early Childhood Curriculum

Lecture: Kenneth Sherman, Early Childhood Teacher, Highscope Educational Research Foundation

 

• The Albert Shanker Institute. (2009). Curriculum.

 

• (2009). The What and How of Early Math Learning. Epstein, Ann.

 

Additional Resources

• Ideas for Scaffolding KDIs.

(Focus: be familiar with earlier, middle, and later levels of extensions)

 

• (2010). Introducing the New HighScope KDIs. Epstein, Ann.

(Focus: be familiar with how KDIs are organized into content areas)

 

• (2012). The New Highscope Preschool. Epstein, Ann.

 

 

October 4 – Behavior Modification for Preschoolers

Lecture: Dr. Jerry Miller, Licensed Clinical Psychologist,

 

• Faber, A. & Mazlish, E.. (1999). Alternatives to Punishment. In How to Talk So Kids Will Listen & Listen So Kids Will Talk. New York: Avon Books, pp. 89-110.

 

October 11 – Play and Preschoolers

Lecture: Chelsea Koehn, Play Expert

 

• Casper, V., & Theilheimer, R. (2009). Children Understand the World Through Play. In Early Childhood Education: Learning Together. New York: McGraw-Hill, pp. 95-125.

 

• Montana State University. (2010). The Importance of Play in Early Childhood Development. Anderson-McNamee, J. & Bailey, S.

 

Additional Material

• Dougherty, J. & Ray, D. (2007). Differential Impact of Play Therapy on Developmental Levels of Children. International Journal of Play Therapy. 16 (1), pp 2-19.

 

October 18  – Break

 

October 25 – Technology and Preschoolers

Lecture: Kentaro Toyama, Associate Professor/Author, School of Information

 

• Campaign for a Commercial-Free Childhood. (2012). Facing the Screen Dilemma. Retrieved from http://www.commercialfreechildhood.org/screendilemma

 

Additional Material

• Common Sense Media. (2011). Zero to Eight: Children’s Media Use in America. Retrieved from https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america

 

November 1 – Poverty and Preschoolers

Lecture: Christina Weiland, Assistant Professor, School of Education

 

• Addy, S., Englehart, W., & Skinner, C. (2011). Basic Facts about Low-income Children Under 6 Years. New York: National Center for Children in Poverty.

 

§  Lamy, C. (2013). How Preschool Fights Poverty. Educational Leadership , pp. 32-36.   §  Yoshikawa, H., Aber, J., & Beardslee, W. (2012). The Effects of Poverty on the Mental, Emotional, and Behavioral Health of Children and Youth. American Psychologist. 67 (4), pp 272 – 284.

November 8 – Pervasive Developmental Disorders

Lecture: Dr. Sarah Mohiuddin, Director of Child and Adolescent Psychiatry Training, University of Michigan Health System

 

• Autism Speaks (2010). 100 Day Kit: Autism Diagnosis, Causes, and Symptoms. Retrieved from: http://www.autismspeaks.org/sites/default/files/100_day_kit_section_1.pdf

(note: Diagnostic criteria DSM-4 is outdated.  DSM-5 is current.)

 

• Notbohm, E. (2012). Ten Things Every Child With Autism Wishes You Knew. Arlington: Future Horizons, Inc.

 

• Willis, C. (2009). Young Children with Autism Spectrum Disorder: Strategies that Work.  Beyond the Journal,

 

November 15 – Non-Traditional Parenting Lecture: Erin Hunter, Clinical Psychologist, The Spectrum Center   §  Burt, T., Gelnaw, A., & Lesser, L. (2010). Creating Welcoming and Inclusive Environments for LGBT Families in Early Childhood Settings. Young Children.   §  Holden, G. W. (2010). Parenting in nontraditional families and special populations. In Parenting: A dynamic perspective. (pp. 233-257).   Additional Resources §   Rosenfeld, M. (2010). Nontraditional Families and Childhood Progress Through School. Demography, 47(3), 755 -775.    November 22 – Children and Diversity Lecture: Kadehsa Baker, Program Director, Health System Children’s Center   Earlychildhood News. (2014). Diversity in Early Childhood Programs. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=548   Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A., Nadal, K.L., & Esquilin, M. (2007). Racial Microaggressions in Everyday Life. American Psychologist, 62(4), 217-286.   November 29 – Attachment and Trauma Lecture: Jason Lam, MSW/MSI student

• Appleyard, K., & Berlin, L. (2007). Supporting Healthy Relationships Between Young Children and Their Parents. Center for Child and Family Policy.Attachment Theory. (2006). Retrieved from Psychology Today: http://www.psychologistworld.com/developmental/attachment-theory.php?&print=yes

 

• Mann, J. & Kretchmar, M. (2006). A Disorganized Toddler in Foster Care: Healing and Change from an Attachment Theory Perspective. Zero to Three, 26 (5), 29-36.

 

• Santa Barbara Graduate Institute. (2013, March 12). Trauma, Brain & Relationship: Helping Children Heal. Retrieved from https://www.youtube.com/watch?v=jYyEEMlMMb0

 

December 6 – Health and Nutrition

Lecture: Dr. Peggy Ursuy, Nursing Pediatric Specialty Lead

 

• National Center for Chronic Disease Prevention and Health Promotion. (2009). Obesity Among Low-Income Preschool Children.

 

• Research Synthesis (2011). “Preventing Obesity among Preschool Children: How Can Child-care Settings Promote Healthy Eating and Physical Activity?”

 

Additional Material:

• Miller, A., Horodynski, M., Herb, H., Peterson, K., Contreras, D., Kaciroti, N., Stpeles-Watson, J., & Lumeng, J.  (2012).  Enhancing Self-Regulation as a Strategy for Obesity Prevention in Head Start Preschoolers: The Growing Health Study.  BMC Public Health,  12:1040

 

• Self-Regulation and the Risk of Obesity. (2013). Children's Nutrition.