Aamodt, S., & Wang, S. (2012). Welcome to your child’s brain: How the Mind Grows from Conception to College. Bloomsbury USA.

Argyris, C. (1999). On organizational learning. Wiley-Blackwell.

Ayres, A. J., & Robbins, J. (1987). Sensory integration and the child.

Chien, C. (2022). Effects of the change in activity participation during the COVID-19 pandemic on children’s mental health. American Journal of Occupational Therapy, 76(2). https://doi.org/10.5014/ajot.2022.047118

Dunn, W. (2009). Living sensationally: Understanding Your Senses. Jessica Kingsley Publishers.

Erikson, E. H. (1950). Childhood and society. http://ci.nii.ac.jp/ncid/BA23759278

Foster, L. & American Occupational Therapy Association, Inc. (2013). Social and Emotional Learning. American Occupational Therapy Association. Retrieved August 12, 2023, from http://www.aota.org/Practice/Children-Youth/Mental%20Health/School-Mental-Health.aspx

Gilligan, C. (1982). In a different voice: psychological theory and women’s development. Harvard University Press.

Goleman, D. (1995). Emotional intelligence. Bantam.

Gonzalez, S. L., Alverez, V., & Nelson, E. L. (2019). Do gross and fine motor skills differentially contribute to language outcomes?: A Systematic Review. Frontiers in Psychology, 10(2670).

Gray, S. a. O., Heberle, A. E., & Carter, A. S. (2012). Social-Emotional school readiness: How do we ensure children are ready to learn? Zero to Three, 3(1).

Johnson, D. W., & Johnson, F. P. (1997). Joining together: Group Theory and Group Skills. Allyn & Bacon.

Kohlberg, L. (1958). The development of modes of thinking and choices in years 10 to 16. [Ph.D Dissertation]. University of Chicago.

Kranowitz, C. S. (1998). The out-of-sync child : recognizing and coping with sensory integration dysfunction. In Medical Entomology and Zoology. http://ci.nii.ac.jp/ncid/BA56395086

McClelland, M. M., & Cameron, C. E. (2019). Developing together: The role of executive function and motor skills in children’s early academic lives. Early Childhood Research Quarterly, 46, 142–151.

Mcleod, S., PhD. (2023). Jean Piaget and His Theory & Stages of Cognitive Development. Simply Psychology. https://www.simplypsychology.org/piaget.html

Mooney, C. G. (2002). Theories of Childhood: An introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. http://ci.nii.ac.jp/ncid/BB12508648

Naqvi, U., Margetis, K., & Sherman, A. L. (2025, April 27). Muscle strength grading. StatPearls - NCBI Bookshelf. Retrieved December 5, 2025, from https://www.ncbi.nlm.nih.gov/books/NBK436008/

Ohl, A. M., Graze, H., Weber, K., Kenny, S., Salvatore, C., & Wagreich, S. (2013). Effectiveness of a ten week tier one response to intervention program in improving fine motor and individual motor skills in general education kindergarten students. American Journal of Occupational Therapy, 67(5).

Pitchford, N. J., Papini, C., Outhwaite, L. A., & Gulliford, A. (2016). Fine motor skills predict maths ability better than they predict reading ability in the early primary school years. Frontiers in Psychology, 7(783).

Senge, P. M. (2000). Schools that Learn: A Fifth discipline fieldbook for educators, parents and everyone who cares about education. https://ci.nii.ac.jp/ncid/BB26411158

Siegel, D. J., & Bryson, T. P. (2011). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture your Child’s developing mind. http://ci.nii.ac.jp/ncid/BB08569795

Smith, K. K., & Berg, D. N. (1997). Paradoxes of group life: Understanding Conflict, Paralysis, and Movement in Group Dynamics. Jossey-Bass.

Suggate, S., Pufke, E., & Stoeger, H. (2019). Children’s fine motor skills in kindergarten predict reading in grade 1. Early Childhood Research Quarterly, 47, 248–258.

Wilson, A., Piek, J. P., & Kane, R. (2013). The mediating role of social skills in the relationship between motor ability and internalizing symptoms in pre-primary children. Infant and Child Development, 22(2), 151–164.

Wood, C. (2017). Yardsticks: Child and Adolescent Development Ages 4-14. Center for Responsive Schools Incorporated.

Zhou, Y., & Tolmie, A. (2024). Associations between gross and fine motor skills, physical activity, executive function, and academic achievement:: Longitudinal findings from the UK millennium cohort study. Brain Sciences, 14(2), 121.