The following sources inform this synthesis. Foundational works are retained where useful; their publication dates should not be mistaken for evidence that each recommendation has been independently validated. Online sources for the original v1.4 revision were checked October 2, 2026; sources for the consistency corrections were checked October 3, 2026. The selected reading list is not a systematic literature review.
Centers for Disease Control and Prevention. (n.d.). Preventing adverse childhood experiences. https://www.cdc.gov/aces/prevention/index.html
von Suchodoletz, A., Lee, D. S., Henry, J., Tamang, S., Premachandra, B., & Yoshikawa, H. (2023). Early childhood education and care quality and associations with child outcomes: A meta-analysis. PLOS ONE, 18(5), e0285985. https://doi.org/10.1371/journal.pone.0285985
National Association for the Education of Young Children. (2020). Observing, documenting, and assessing children’s development and learning. https://www.naeyc.org/resources/position-statements/dap/assessing-development
CAST. (2024). Universal design for learning guidelines (Version 3.0). https://udlguidelines.cast.org/
National Scientific Council on the Developing Child. (2020). Connecting the brain to the rest of the body: Early childhood development and lifelong health are deeply intertwined (Working Paper No. 15). https://developingchild.harvard.edu/resources/working-paper/connecting-the-brain-to-the-rest-of-the-body-early-childhood-development-and-lifelong-health-are-deeply-intertwined/
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). National Association for the Education of Young Children.
Derman-Sparks, L., & Edwards, J. O., with Goins, C. M. (2020). Anti-bias education for young children and ourselves (2nd ed.). NAEYC. https://www.naeyc.org/resources/pubs/books/anti-bias-education
Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A mandate for playful learning in preschool: Presenting the evidence. Oxford University Press.
National Association for the Education of Young Children. (2020). Developmentally appropriate practice [Position statement]. https://www.naeyc.org/resources/position-statements/dap/contents
National Association for the Education of Young Children. (2022). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4th ed.). https://www.naeyc.org/node/4289
Office of Head Start. (2015). Head Start early learning outcomes framework: Ages birth to five. U.S. Department of Health and Human Services. https://headstart.gov/interactive-head-start-early-learning-outcomes-framework-ages-birth-five
Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system (CLASS) manual, pre-K. Paul H. Brookes Publishing Co.
Substance Abuse and Mental Health Services Administration. (2014). SAMHSA's concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA 14-4884). U.S. Department of Health and Human Services. https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884
Centers for Disease Control and Prevention. (n.d.). Key points about CDC’s developmental milestone checklists. https://www.cdc.gov/act-early/milestones/key-points.html
National Center for Pyramid Model Innovations. (n.d.). Tiers. https://www.challengingbehavior.org/pyramid-model/overview/tiers/
National Center for Pyramid Model Innovations. (n.d.). Research. https://www.challengingbehavior.org/pyramid-model/overview/research/
Office of Head Start. (n.d.). Active supervision. https://www.headstart.gov/safety-practices/article/active-supervision
Office of Head Start. (n.d.). 1302.47 Safety practices. https://headstart.gov/policy/45-cfr-chap-xiii/1302-47-safety-practices