Adachi, M. (2013). The nature of music nurturing in Japanese preschools. In P. S. Campbell & T. Wiggins (Eds.), The Oxford handbook of children’s musical cultures: Giving voice to children (pp. 449–465). Oxford: Oxford University Press.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Baranek, G. T., David, Fabian J., Poe, Michele D., Stone, Wendy L., & Watson, Linda R. (2006). Sensory experiences questionnaire: Discriminating sensory features in young children with autism, developmental delays, and typical development. Journal of Child Psychology and Psychiatry,
Blacking, J. (1973). How musical is man? Seattle, WA: University of Washington Press.
Chen-Hafteck, L. (1997). Music and language development in early childhood: Integrating past research in the two domains. Early Child Development and Care,
Dansereau, D. (2011). The role of musical engagement in the musicality of three-year-old children. In S. L. Burton & C. C. Taggart (Eds.), Learning from young children: Research in early childhood music (pp. 39–59). Plymouth: Rowman and Littlefield Education.
Emberly, A. (2013). Venda children’s musical culture in Limpopo, South Africa. In P. S. Campbell & T. Wiggins (Eds.), Oxford handbook of children’s musical culture: Giving voice to children (pp. 77–95). Oxford: Oxford University Press.
Erdemir, A. (2010). Motor representations and the effects of auditory feedback disruption on singing remembered tunes. Master’s Thesis, Vanderbilt University. http://etd.library.vanderbilt.edu/available/etd-06262010-135139/unrestricted/MastersThesis_AysuErdemir.pdf
Fernald, A. (1992). Meaningful melodies in mothers’ speech to infants. In H. Papoušek, U. Jürgens, & M. Papoušek (Eds.), Nonverbal vocal communication: Comparative and developmental approaches (pp. 262–282). Cambridge: Cambridge University Press.
Flewitt, R. (2005). Is every child’s voice heard? Researching the different ways 3-year-old children communicate and make meaning at home and in a pre-school play group. Early Years: An International Research Journal,
Gillespie, C. W., & Glider, K. R. (2010). Preschool teachers’ use of music to scaffold children’s learning and behaviour. Early Child Development and Care,
Gogate, L. J., Bahrick, L. E., & Watson, J. D. (2000). A study of multimodal motherese: The role of temporal synchrony between verbal labels and gestures. Child Development,
Green, S. D., Peterson, R., & Lewis, J. R. (2006). Language and literacy promotion in early childhood settings: A survey of center-based practices. Early Childhood Research and Practice, 8(1).
Greenspan, S. I. (2004). Floortime™: What it really is, and what it isn’t. Web-based radio show audio transcript. Retrieved from http://www.icdl.com/distance/.
Greenspan, S. I., & Wieder, S. (1998). The child with special needs: Encouraging intellectual and emotional growth. Boston: Addison-Wesley.
Hallam, S., & Price, J. (1998). Can the use of background music improve the behaviour and academic performance of children with emotional and behavioural difficulties? British Journal of Special Education,
Heaton, P. (2009). Assessing musical skills in autistic children who are not savants. Philosophical Transactions of the Royal Society B: Biological Sciences,
Huron, D. (2006). Sweet anticipation: Music and the psychology of expectation. Cambridge: MIT Press.
Jalongo, M. R., & Ribblett, D. M. (1997). Using song picture books to support emergent literacy. Childhood Education,
Jones, J. A., & Munhall, K. G. (2005). Remapping auditory-motor representations in voice production. Current Biology,
Koelsch, S. (2013). Neural correlates of music perception. In M. A. Arbib (Ed.), Language, music, and the brain: A mysterious relationship (pp. 141–172). Cambridge: MIT Press.
Ladefoged, P. (2005). Vowels and consonants: An introduction to the sounds of languages. Malden: Blackwell.
Lee, S. (2012). Tracing the transformation of early childhood music education in young children from 1985 to 2010. Visions of Research in Music Education, 22, 1–27.
Levitin, D. J., Menon, V., Schmitt, J. E., Eliez, S., White, C. D., Glover, G. H., & Reiss, A. L. (2003). Neural correlates of auditory perception in Williams syndrome: An fMRI study. Neuroimage,
Malloch, S., & Trevarthen, C. (2009a). Communicative musicality: Exploring the basis of human companionship. Oxford: Oxford University Press.
Malloch, S., & Trevarthen, C. (2009b). Musicality: Communicating the vitality and interest of life. In S. Malloch & C. Trevarthen (Eds.), Communicative musicality: Exploring the basis of human companionship (pp. 2–11). Oxford: Oxford University Press.
Mathews, S. E. (2012). Singing Smoothes Classroom Transitions. Dimensions of Early Childhood,
Molnar-Szakacs, I., & Heaton, P. (2012). Music: A unique window into the world of autism. Annals of the New York Academy of Sciences,
Molnar-Szakacs, I., & Overy, K. (2006). Music and mirror neurons: From motion to e’motion. Social Cognitive and Affective Neuroscience,
Moore, T. (2002). If you teach children, you can sing! Young Children,
Nardo, R. L., Custodero, L. A., Persellin, D. C., & Fox, D. B. (2006). Looking back, looking forward: A report on early childhood music education in accredited American preschools. Journal of Research in Music Education,
Nordoff, P., & Robbins, C. (1983). Music therapy in special education. Gilsum: Barcelona Publishers.
Panksepp, J., & Bernatzky, G. (2002). Emotional sounds and the brain: The neuro-affective foundations of musical appreciation. Behavioural Processes,
Porges, S. W., & Lewis, G. F. (2010). The polyvagal hypothesis: Common mechanisms mediating autonomic regulation, vocalizations and listening. Handbook of Behavioral Neuroscience,
Powers, N., & Trevarthen, C. (2009). Voices of shared emotions and meaning. In S. Malloch & C. Trevarthen (Eds.), Communicative musicality: Exploring the basis of human companionship (pp. 210–211). Oxford: Oxford University Press.
Ringgenberg, S. (2003). Music as a teaching tool: Creating story songs. Young Children,
Russo, N., Zecker, S., Trommer, B., Chen, J., & Kraus, N. (2009). Effects of background noise on cortical encoding of speech in autism spectrum disorders. Journal of Autism and Developmental Disorders,
Shenfield, T., Trehub, S. E., & Nakata, T. (2003). Maternal singing modulates infant arousal. Psychology of Music,
Simpson, K., & Keen, D. (2011). Music interventions for children with autism: Narrative review of the literature. Journal of Autism Developmental Disorders,
Stern, D. N. (1985). The Interpersonal world of the infant. New York: Basic Books.
Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. Chicago: University of Chicago Press.
Tobin, J., Kim, H. K., & Kemple, K. M. (2011). Is music an active developmental tool or simply a supplement? Early childhood preservice teachers’ beliefs about music. Journal of Early Childhood Teacher Education,
Trehub, S. E., & Nakata, T. (2002). Emotion and music in infancy. Musicae Scientiae,
Weeks, K. (2009). Musical gold: The partner’s singing voice in DIR®/Floortime™. Growing and maturing, Early Childhood Newsletter of the AMTA,
Weiss, M. W., Trehub, S. E., & Schellenberg, E. G. (2012). Something in the way she sings: Enhanced memory for vocal melodies. Psychological Science,
Wiggins, D. G. (2007). Pre-K music and the emergent reader: Promoting literacy in a music-enhanced environment. Early Childhood Education Journal,
Zatorre, R. J., Belin, P., & Penhune, V. B. (2002). Structure and function of auditory cortex: Music and speech. Trends in Cognitive Science,