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EPSY 6153: Social and Emotional Development: Required Readings

Useful library information for EPSY 6153, Social and Emotional Development

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Required Readings for EPSY 6153

Sullivan, M. W., & Lewis, M. (2003).  Emotional expressions of young infants and children.  Infants and Young Children, 16, 120-142.
Applied Reading:
Relationships:  The Heart of Development and Learning.  

Campbell, S.B. et al. (2016). Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations. Journal of Applied Developmental Psychology, 45, 19-41. 

Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Educational Review, 76(2), 201-237. 

Denham, S. A. (2010). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17, 57-89.

Shiner, R. L., Buss, K. A., McClowry, S. G., Putnam, S. P., Saudino, K. J., & Zetner, M. (2012).  What is temperament now?  Assessing progress in temperament research on the twenty-fifth anniversary of Goldsmith et al. Child Development Perspectives, 6, 436-444.

Gartstein, Putnam, Aron, & Rothbart (2016).  Temperament and personality.  In S. Maltzman (Ed.), The Oxford handbook of treatment processes and outcomes in psychology:  A multidisciplinary, biopsychosocial approach. New York: Oxford University Press.

Brown, G. L., Mangelsdorf, S. C., Agathen, J. M., & Ho, M-H. (2008). Young children’s psychological selves.  Convergence with maternal reports of child personality.  Social Development, 17, 161-182.

Groh, A. M., Narayan, A. J., Bakermans-Kranenburg, M. J., Roisman, G. I., Vaughn, B. E., Fearon, R. M. P. and van IJzendoorn, M. H. (2016). Attachment and temperament in the early life course: A meta-analytic review. Child Development. 

Grusec, J. (2011).  Socialization processes in the family: Social and emotional development.  Annual Review of Psychology, 62, 243-269. 

Altenburger, L. E., Lang, S. N., Schoppe-Sullivan, S. J., Kamp Dush, C. M., & Johnson, S. (2015).  Toddlers’ differential susceptibility to the effects of coparenting on social–emotional adjustment.  International Journal of Behavioral Development.

Holden, G. W. (2010).  Childrearing and developmental trajectories:  Positive pathways, off-ramps, and dynamic processes.  Child Development Perspectives, 4, 197-204.

Lang, S. N., Schoppe-Sullivan, S. J., Kotila, L. E., Feng, X., Dush, C. K., & Johnson, S. C. (2014). Relations between fathers’ and mothers’ infant engagement patterns in dual-earner families and toddler competence. Journal Of Family Issues, 35, 1107-1127. 

Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.  Psychological Bulletin, 132, 98-131.


Singer, D. G., Golinkoff, R. M., Hirsh-Pasek, K. (Eds.). (2006). Play = learning: How play motivates and enhances children's cognitive and social-emotional growth.  New York: Oxford University Press.  (Introduction)

Gleason, T. R., Sebanc, A. M., & Hartup, W. W. (2000).  Imaginary companions of preschool children.  Developmental Psychology, 36, 419-428.

Troop-Gordon, W. (2017).  Peer victimization in adolescence:  The nature, progression, and consequences of being bullied within a development context.  Journal of Adolescence, 55, 116-128.

Lansford, J. E., Yu, T., Pettit, G. S., Bates, J. E., & Doge, K. A. (2014). Pathways of peer relationships from childhood to young adulthood.  Journal of Applied Developmental Psychology, 35, 111-117.
Zimmermann, P., & Iwanski, A. (2014).  Emotion regulation from early adolescence to emerging adulthood and middle adulthood: Age differences, gender differences, and emotion-specific developmental variations.  International Journal of Behavioral Development, 38, 182-194

Malti, T., Ongley, S. F., Peplak, J., Chaparro, M. P., Buchmann, M., Zuffianò, A. and Cui, L. (2016), Children's sympathy, guilt, and moral reasoning in helping, cooperation, and sharing: A 6-year longitudinal study. Child Development, 87, 1783–1795. 

Kidd, C., Palmeri, H., & Aslin, R. N. (2013).  Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability.  Cognition, 126, 109-114.

Mendelson, J. L., Gates, J. A. & Lerner, M. D. (2016).  Friendship in school-age boys with autism spectrum disorders: A meta-analytic summary and developmental, process-based model. Psychological Bulletin, 142, 601-622.

Carter, A. S., Briggs-Gowan, M. J. and Davis, N. O. (2004), Assessment of young children's social-emotional development and psychopathology: Recent advances and recommendations for practice. Journal of Child Psychology and Psychiatry, 45, 109–134. 

Zeman, J., Dallaire, D., & Borowski, S. (2016). Socialization in the context of risk and psychopathology: Maternal emotion socialization in children of incarcerated mothers.  Social Development, 25, 66–81. 

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D.; Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66. 

Hoffman, K. T., Marivin, R. S., Cooper, G., & Powell, B. (2006).  Changing toddlers’ and preschooler’s attachment classifications:  The Circle of Security intervention.  Journal of Consulting and Clinical Psychology, 74, 1017-1026.

Kendziora, K., & Osher, D. (2016).  Promoting children’s and adolescents’ social and emotional development: District adaptations of a theory of action. Journal Of Clinical Child & Adolescent Psychology, 45(6), 797-811. 

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