ECE653

Tamblyn, A., Sun, Y., May, T., Evangelou, M., Godsman, N., Blewitt, C., & Skouteris, H. (2023). How do physical or sensory early childhood education and care environment factors affect children’s social and emotional development? A systematic scoping review. Educational Research Review, 41. https://www.sciencedirect.com/science/article/pii/S1747938X23000489/pdfft?md5=1c0d3fb65807726283888309fd6a93d5&pid=1-s2.0-S1747938X23000489-main.pdf
This article provides an overview of the physical and sensory environment factors that are related to three to six-year-old children’s social and emotional development in Early Childhood Education and Care (ECEC) settings across different pedagogical contexts.

Thompson, J., & Stanković-Ramirez, Z. (2021). What early childhood educators know about developmentally appropriate practice. The Phi Delta Kappan, 103(2), 20–23. https://research.ebsco.com/linkprocessor/plink?id=8ff6f900-9b1c-3ee4-b9f5-75a53c0a32be
This article provides a great foundational summary of Developmentally Appropriate Practice (DAP), including principles and the research behind the development.

IRIS | Page 1: Early Childhood Environments. (n.d.). https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p01/#content
This IRIS module covers the environment and how it impacts physical and social development.

Principles of child development and learning and implications that inform practice. (n.d.). NAEYC. https://www.naeyc.org/resources/position-statements/dap/principles
This webpage outlines NAEYC’s guidelines and recommendations for developmentally appropriate practice, based on nine principles and their implications for early childhood education professional practice.

Hovey, K. A., Gauvreau, A. N., & Lohmann, M. J. (2022). Providing multiple means of action and expression in the early childhood classroom through a Universal Design for Learning framework. Journal of Special Education Apprenticeship, 11(2). http://files.eric.ed.gov/fulltext/EJ1355570.pdf
This article provides a brief overview of UDL, with a specific focus on multiple means of action and expression in the early childhood classroom. It is critical for practitioners to incorporate strategies related to multiple means of action, engagement, expression, and representation because these strategies afford all learners diverse ways to navigate the learning environment, express their understanding, and demonstrate new knowledge and skills.

Universal Design for Learning (UDL) | HeadStart.gov. (2025b, February 5). HeadStart.gov. https://headstart.gov/publication/universal-design-learning-udl
This Head Start webpage discusses the three guiding principles and tips for educators in early childhood settings.

Gillanders, C., & Swadener, B. B. (2024). Re-engaging dialogue about the DAP debate: Implications for teacher education. International Journal of Early Years Education, 32(3). https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fdoi.org%2F10.1080%2F09669760.2024.2382510
This article discusses the debate of DAP and how this is currently impacting the field of early childhood.

Taylor, Katie; Neild, Raschelle; and Fitzpatrick, Michael (2023) "Universal Design for Learning: Promoting Access in Early Childhood Education for Deaf and Hard of Hearing Children," Perspectives on Early Childhood Psychology and Education, (5)2, Article 4. https://digitalcommons.pace.edu/cgi/viewcontent.cgi?article=1059&context=perspectives

Abanoz, T., & Kalelioğlu, F. (2025). Unleashing the potential: illuminating pedagogical strategies employed by early childhood educators in stem education for cultivating algorithmic thinking skills in young learners. European Early Childhood Education Research Journal, 33(1), 138–158. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fdoi.org%2F10.1080%2F1350293X.2024.2339274
This research studied the pedagogical strategies employed by early childhood teachers to enhance children’s algorithmic thinking skills.

CAST, Inc. (n.d.). The UDL guidelines. https://udlguidelines.cast.org/
This website offers an overview of Universal Design for Learning guidelines. These guidelines will support students in learning research-based practices that can be used in the early childhood classroom.