Communication and language bibliography

Acar, I.H., Hong, S.-Y., Wu, C. (2017) Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions. European Early Childhood Education Research Journal, 25(6), pp.866-884.

Addyman, C., (2020) The Laughing Baby: The extraordinary science behind what makes a baby laugh. London: Unbound.

Ahrenkiel, A., & Holm, L. (Accepted/In press). Documentation of children’s language development: A critical analysis and discussion of the conceptualization of language in widespread language assessments. In M. Alasuutari, H. Kelle, & H. Knauf (Eds.), Documentation in institutional contexts of ECE: Normalisation, power relations, and participation. Springer.

Arculus, C. and MacRae, C. (2020). Complicité: resisting the tyranny of talk in Early Childhood Education. Global Education Review 7 (2).

Avineri, N. Johnson, E. Heath, S. McCarty, T. Ochs, E. Kremer-Sadlik, T. Blum, S. et al. (2015). Invited Forum: Bridging the “Language Gap.” Journal of Linguistic Anthropology, 25(1): 66–86.

Bain, J., James, D. and Harrison, M. (2015) Supporting communication development in the early years: A practitioner’s perspective. Child Language Teaching and Therapy. Oct 2015, Vol. 31 Issue 3, p325-336.

Bateman, A. (2017) Hearing children’s voices through a conversation analysis approach. International Journal of Early Years Education, 25(3), pp.241-256.

Bazhydai, M, Westermann, G. & Parise, E. (2020). “I don’t know but I know who to ask”: 12‐month‐olds actively seek information from knowledgeable adults. Developmental Science

Bazhydai, M., Westermann, G., Parise, E. (2019). 12-month-old infants actively seek information from a knowledgeable social partner. Poster presented at the Budapest CEU Conference on Cognitive Development (BCCCD19), Budapest, Hungary.

Bidgood, A., McLaughlin, P., Durrant, S., Peter, M., Pine, J., & Rowland, C. (2018). The relationship between oral-motor skills and 2 years, vocabulary production and later articulation skills. Paper presented at the Child Language Symposium, Reading, UK.

Blackburn, C. and Aubrey, C. (2016) Policy-to-practice context to the delays and difficulties in the acquisition of speech, language and communication in the early years. International Journal of Early Years Education. Dec2016, Vol. 24 Issue 4, p414-434.

Blum, S. (2016). Unseen WEIRD Assumptions: The So-Called Language Gap Discourse and Ideologies of Language, Childhood, and Learning. International Multilingual Research Journal, 11 (1): 23-38.

Boundy, L., Cameron‐Faulkner, T., & Theakston, A. (2018). Intention or Attention Before Pointing: Do Infants’ Early Holdout Gestures Reflect Evidence of a Declarative Motive?.Infancy.1-21.

Bain, J., James, D. and Harrison, M. (2015) Supporting communication development in the early years: A practitioner’s perspective. Child Language Teaching and Therapy. Oct 2015, Vol. 31 Issue 3, p325-336.

Bateman, A. (2017) Hearing children’s voices through a conversation analysis approach. International Journal of Early Years Education, 25(3), pp.241-256.

Bazhydai, M, Westermann, G. & Parise, E. (2020). “I don’t know but I know who to ask”: 12‐month‐olds actively seek information from knowledgeable adults. Developmental Science

Bazhydai, M., Westermann, G., Parise, E. (2019). 12-month-old infants actively seek information from a knowledgeable social partner. Poster presented at the Budapest CEU Conference on Cognitive Development (BCCCD19), Budapest, Hungary.

Bidgood, A., McLaughlin, P., Durrant, S., Peter, M., Pine, J., & Rowland, C. (2018). The relationship between oral-motor skills and 2 years, vocabulary production and later articulation skills. Paper presented at the Child Language Symposium, Reading, UK.

Blackburn, C. and Aubrey, C. (2016) Policy-to-practice context to the delays and difficulties in the acquisition of speech, language and communication in the early years. International Journal of Early Years Education. Dec2016, Vol. 24 Issue 4, p414-434.

Blum, S. (2016). Unseen WEIRD Assumptions: The So-Called Language Gap Discourse and Ideologies of Language, Childhood, and Learning. International Multilingual Research Journal, 11 (1): 23-38.

Boundy, L., Cameron‐Faulkner, T., & Theakston, A. (2018). Intention or Attention Before Pointing: Do Infants’ Early Holdout Gestures Reflect Evidence of a Declarative Motive?.Infancy.1-21.

Brodie, K (2014). Sustained Shared Thinking in the Early Years: Linking theory to practice. Oxon: David Fulton Books.

Bruce, T., McNair, L. and Whinnett, J. (eds.) (2020). Putting Storytelling at the Heart of Early Childhood Prcatice: A Reflective Guide for Early Years Practitioners. London: Routledge

Bruce, T. and Spratt, J. (2011) Essentials of Literacy from 0-7, 2nd ed. London: Sage

Buckley, B. (2003) Children’s Communication Skills from Birth to Five years.  London: Routledge Press

Burke, N. (2018) Musical Development Matters in the Early Years. London: BAECE

Cameron-Faulkner, T., Malik, N., Steele, C., Coretta, S., Serratrice, L. & Lieven, E. V. M. (in press) (2020). A cross cultural analysis of early prelinguistic gesture development and its relationship to language development. Child Development.

Cameron-Faulkner, T., Theakston, A., Lieven, E., & Tomasello, M. (2015). The relationship between infant holdout and gives, and pointing. Infancy, 20(5), 576-586.

Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), 162-174.

Cattani, A., Abbot-Smith, K., Farag, R., Krott, A., Arreckx, F., Dennis, I., & Floccia, C. (2014). How much exposure to English is necessary for a multilingual toddler to perform like a monolingual peer in language tests? International Journal of Language & Communication Disorders, 49(6), 649-671.

Cheung, R. W., Hartley, C. & Monaghan, P. (2021). Caregivers use gesture contingently to support word learning. Developmental Science

Clare, A., (2015). Communication and Interaction in the Early Years. London: Sage.

Cologon, K., Wicks, L. and Salvador, A. (2017) Supporting caregivers in developing responsive communication partnerships with their children: Extending a caregiver-led interactive program. Child Language Teaching and Therapy, 33(2), pp.157-169.

Bruce, T., McNair, L. and Whinnett, J. (eds.) (2020). Putting Storytelling at the Heart of Early Childhood Prcatice: A Reflective Guide for Early Years Practitioners. London: Routledge

Bruce, T. and Spratt, J. (2011) Essentials of Literacy from 0-7, 2nd ed. London: Sage

Buckley, B. (2003) Children’s Communication Skills from Birth to Five years.  London: Routledge Press

Burke, N. (2018) Musical Development Matters in the Early Years. London: BAECE

Cameron-Faulkner, T., Malik, N., Steele, C., Coretta, S., Serratrice, L. & Lieven, E. V. M. (in press) (2020). A cross cultural analysis of early prelinguistic gesture development and its relationship to language development. Child Development.

Cameron-Faulkner, T., Theakston, A., Lieven, E., & Tomasello, M. (2015). The relationship between infant holdout and gives, and pointing. Infancy, 20(5), 576-586.

Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), 162-174.

Cattani, A., Abbot-Smith, K., Farag, R., Krott, A., Arreckx, F., Dennis, I., & Floccia, C. (2014). How much exposure to English is necessary for a multilingual toddler to perform like a monolingual peer in language tests? International Journal of Language & Communication Disorders, 49(6), 649-671.

Cheung, R. W., Hartley, C. & Monaghan, P. (2021). Caregivers use gesture contingently to support word learning. Developmental Science

Clare, A., (2015). Communication and Interaction in the Early Years. London: Sage.

Cologon, K., Wicks, L. and Salvador, A. (2017) Supporting caregivers in developing responsive communication partnerships with their children: Extending a caregiver-led interactive program. Child Language Teaching and Therapy, 33(2), pp.157-169.

Colonnesi, C., Stams, G. J. J., Koster, I., & Noom, M. J. (2010). The relation between pointing and language development: A meta-analysis. Developmental Review, 30(4), 352-366.)

Conti-Ramsden, G., Durkin, K. (2012) Language development and assessment in the preschool period. Neuropsychology Review 22(4), pp. 384-401.

Dahle, A.E. and Loge, I.K. (2018) Co-existing weak language skills in 33-month-old Norwegian children referred to the SchoolPsychology Service for language difficulties or social difficulties. European Early Childhood Education Research Journal, 26(6), pp.909-926.

Daniels, K. (2016). Exploring enabling literacy environments: Young children’s spatial and material encounters in early years classrooms. English in Education, 50 (1): 12-34.

Debaryshe, B. D. (1993), Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20(2), 455–461.

DeKeyser, R. M. (2013). Age effects in second language learning: Stepping stones toward better understanding. Language Learning, 63(1), 52-67.

Dockrell, J.E., Lindsay, G., Law, J., Roulstone, S., and Vignoles, A. (2010) Better Communication Research Programme 1st Interim Report, DfE-RR070. London: DfE.

Donnellan, E., Bannard, C., McGillion, M., Slocombe, K. & Matthews, D. (2020). Infants’ intentionally communicative vocalizations elicit responses from caregivers and are the best predictors of the transition to language: A longitudinal investigation of infants’ vocalizations, gestures and word production. Developmental Science, 23(1), e12843.

Drury, R. (2013) How silent is the “silent period” for young bilinguals in early years settings in England? European Early Childhood Education Research Journal. Sep 2013, Vol. 21 Issue 3, p380- 391.

Duff, F.J., Reen, G., Plunkett, K., Nation, K. (2015) Do infant vocabulary skills predict school-age language and literacy outcomes? Journal of Child Psychology and Psychiatry and Allied Disciplines 56(8), pp. 848-856

Fazekas, J., Jessop, A., Pine, J. M. & Rowland, C. F. (in press). (2020). Do children learn from their mistakes? A registered report evaluating error-based theories of language acquisition. Royal Society Open Science

Fisher, J., (2016). Interacting or Interfering? Improving interactions in the early years. Berkshire: Open 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 playgroup. Early Years, 25 (3): 207–222.

Flores, N. and Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85 (2): 149-171.

Gallagher, M. Hackett, A. Procter, L. and Scott, F. (2018). Vibrations in place: sound and language in early childhood literacy practices. Educational Studies: A Journal of the American Educational Studies Association, 54 (4): 465-4Gallagher, M. Prior, J., Needham, M., and Holmes, R.(2017). Listening differently: A pedagogy for expanded listening. British Educational Research Journal, 43(6): 1246-1265.

Gamez, P.B., Griskell, H.L., Sobrevilla, Y.N. and Vazquez, M. (2019) Dual Language and EnglishOnly Learners’ Expressive and Receptive Language Skills and Exposure to Peers’ Language. Child Development, 90(2), pp.471-479.

Gilkerson, J., Richards, J.A., Warren, S.F., Oller, D.K., Russo, R. and Vohr, B. (2018) Language Experience in the Second Year of Life and Language Outcomes in Late Childhood. Pediatrics, 142(4).

Goldin‐Meadow, S., Goodrich, W., Sauer, E., & Iverson, J. (2007). Young children use their hands to tell their mothers what to say. Developmental Science, 10(6), 778-785.

Hackett, A. (2021) More-Than-Human Literacies in Early Childhood. Bloomsbury.

Haley, A., Hulme, C., Bowyer-Crane, C., Snowling, M. and Fricke, S. (2017) Oral language skills intervention in pre-school-a cautionary tale. International Journal of Language and Communication Disorders. Jan/Feb2017, Vol. 52 Issue 1, p71-79.

Hartas D. (2012) Children’s social behaviour, language and literacy in early years. Oxford Review of Education, 38(3), 357–376.

Ivinson, G. (2018). Re-imagining Bernstein’s restricted codes, European Educational Research, 17 (4): 539-554.

Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science,16(5), 367-371

Jago, L. S., Peter, M. S. , Bidgood, A. Durrant, S., Pine, J. M. & Rowland, C. F. (2019) Individual differences in productive vocabulary: Identifying children who are slow to talk.

Haley, A., Hulme, C., Bowyer-Crane, C., Snowling, M. and Fricke, S. (2017) Oral language skills intervention in pre-school-a cautionary tale. International Journal of Language and Communication Disorders. Jan/Feb2017, Vol. 52 Issue 1, p71-79.

Hartas D. (2012) Children’s social behaviour, language and literacy in early years. Oxford Review of Education, 38(3), 357–376.

Ivinson, G. (2018). Re-imagining Bernstein’s restricted codes, European Educational Research, 17 (4): 539-554.

Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science,16(5), 367-371

Jago, L. S., Peter, M. S. , Bidgood, A. Durrant, S., Pine, J. M. & Rowland, C. F. (2019) Individual differences in productive vocabulary: Identifying children who are slow to talk.

Jopling, M., Whitmarsh J. and Hadfield M. (2013) The challenges of evaluation: assessing Early Talk’s impact on speech language and communication practice in children’s centres, International Journal of Early Years Education, 21:1, 70-84.

Kapalková, S., Polišenská, K. and Süssová, M. (2016) The role of pictures and gestures as a support mechanism for novel word learning: A training study with 2-year-old children. Child Language Teaching and Therapy. Feb2016, Vol. 32 Issue 1, p53-64.

Kent, J., Moran, M. (eds). (2019) Communication for the Early Years. A holistic approach. Oxon: David Fulton Books.

King, S. and Dockrell, J. (2016) Investigating affordance of opportunity for young children’s language interactions in a nursery setting: How can small group talk act as a forum for language learning? Journal of Early Childhood Research, 12/2016, Volume 14, Issue 4.

Kress, G. (1997) Before Writing: Rethinking the paths to literacy. London: Routledge.

Kuchirko, Y. (2019). On differences and deficits: A critique of the theoretical and methodological underpinnings of the word gap, Journal of Early Childhood Literacy, 19 (4): 533-562.

Laing, C. (2019). A role for onomatopoeia in early language: Evidence from phonological development. Language and Cognition, 11 (2): 173-187.

Lancaster, L. (2014) The Emergence of Symbolic Principles: the Distribution of Mind in Early Sign Making. Biosemiotics, 7.1, pp. 29-47.

Law, J., Charlton, J., Dockrell, J., Gascoigne, M., McKean, C. and Theakston, A. (2017) Early Language Development: Needs, provision and intervention for preschool children from socioeconomically disadvantage backgrounds. London: Education Endowment Foundation and Public Health England.

Law, J., Charlton, J. and Asmussen, K. (2017) Language as a Child Wellbeing Indicator. London: Early Intervention Foundation in collaboration with Newcastle University.

Lee W. and Pring T (2015) Supporting language in schools: Evaluating an intervention for children with delayed language in the early school years. Child Language Teaching and Therapy, vol. 32, 2: pp. 135-146

Lee, T., (2016). Princesses, Dragons and Helicopter Stories. Storytelling and story acting in early years. Oxon: David Fulton Books

Lieven, E. (2019). Input, interaction and learning in early language development. In. Grover, V., Uccelli, P., Rowe, M., Lieven, E. (Eds.) Learning through Language: Towards an Educationally informed Theory of Language Learning, Cambridge: Cambridge University Press, 19-30.

MacLure, M. (2016). The refrain of the A-grammatical child: Finding another language in/for qualitative research. Cultural Studies – Critical Methodologies, 16(2): 173-182.

Malloch S. and Trevarthen, C. (eds) (2009) Communicative Musicality: Exploring the Basis of Human Companionship. Oxford: Oxford University Press

Marshall and Lewis 2013 ‘It’s the way you talk to them.’ The child’s environment: Early Years Practitioners’ perceptions of its influence on speech and language development, its assessment and environment targeted interventions, Child Language Teaching and Therapy, Vol 30, Issue 3.

Martin-Bylund, A. (2018a). Minor (il)literate artworks: Inventive processes of biliteracy and the role of expertise in early childhood bilingual education. Global Studies of Childhood, 8(1): 23-37.

Martín-Bylund, A. (2018b). The matter of silence in early childhood bilingual education. Educational Philosophy and Theory, 50(4): 349-35.

Mascareno, M., Deunk, M.I., Snow, C.E. and Bosker, R.J. (2017) Read-alouds in kindergarten classrooms: a moment-by-moment approach to analysing teacher-child interactions. European Early Childhood Education Research Journal, 25(1), pp.136-152.

McCauley, S. M. & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, Vol 126(1), Jan 2019, 1-51

McGillion, M., Herbert, J. S., Pine, J., Vihman, M., DePaolis, R., Keren-Portnoy, T., & Matthews, D. (2017). What Paves the Way to Conventional Language? The predictive Value of Babble, Pointing and Socioeconomic Status. Child Development, 88(1), 156-66

McInnes, K., Howard, J., Crowley, K. and Miles, G. (2013) The nature of adult-child interaction in the early years classroom: implications for children’s perceptions of play and subsequent learning behaviour. European Early Childhood Education Research Journal. Jun 2013, Vol. 21 Issue 2, p268- 282.

Martin-Bylund, A. (2018a). Minor (il)literate artworks: Inventive processes of biliteracy and the role of expertise in early childhood bilingual education. Global Studies of Childhood, 8(1): 23-37.

Martín-Bylund, A. (2018b). The matter of silence in early childhood bilingual education. Educational Philosophy and Theory, 50(4): 349-35.

Mascareno, M., Deunk, M.I., Snow, C.E. and Bosker, R.J. (2017) Read-alouds in kindergarten classrooms: a moment-by-moment approach to analysing teacher-child interactions. European Early Childhood Education Research Journal, 25(1), pp.136-152.

McCauley, S. M. & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, Vol 126(1), Jan 2019, 1-51

McGillion, M., Herbert, J. S., Pine, J., Vihman, M., DePaolis, R., Keren-Portnoy, T., & Matthews, D. (2017). What Paves the Way to Conventional Language? The predictive Value of Babble, Pointing and Socioeconomic Status. Child Development, 88(1), 156-66

McInnes, K., Howard, J., Crowley, K. and Miles, G. (2013) The nature of adult-child interaction in the early years classroom: implications for children’s perceptions of play and subsequent learning behaviour. European Early Childhood Education Research Journal. Jun 2013, Vol. 21 Issue 2, p268- 282.

Melhuish E. and Gardiner J. (2018) Study of Early Education and Development (SEED): Impact Study on Early Education Use and Child Outcomes up to Age Four. Research Report, DfE/University of Oxford: London.

Niland, A. (2015) ‘Row, row, row your boat’: singing, identity and belonging in a nursery. International Journal of Early Years Education. 23(1), 4-16.

Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F. & Pine, J. M. (2019). The impact of shared book reading on children’s language skills: A meta-analysis. Educational Research Review.

Norbury, C.F., Gooch, D., Baird, G., Charman, T., Simonoff, E. and Pickles, A. (2016) Younger children experience lower levels of language competence and academic progress in the first year of school: evidence of a population study. Journal of Child Psychology and Psychiatry, 57(1), pp.65- 73.

Olsson, L. (2013). Taking Children’s Questions Seriously: the need for creative though. Global Studies of Childhood, 3 (3): 230-253.

Reddy, V 2008, How infants know minds. Harvard University Press, Cambridge, Massachusetts.

Richardson, T. (2014) Speech and language development in a forest school environment: an action research project. London: SAGE Research Methods Cases.

Richardson, T. and Murray, J. (2017) Are young children’s utterances affected by characteristics of their learning environments? A multiple case study, Early Child Development and Care, 187:3-4, 457-468.

Rollins, P. R. (2003). Caregivers’ contingent comments to 9-month-old infants: Relationships with later language. Applied Psycholinguistics, 24(2), 221-234

Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. (2018). Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated With Language-Related Brain Function. Psychological Science, 29(5), 700-710

Roulstone, S., Law, J., Rush, R., Clegg, J. and Peters, T. (2011) The role of language in children’s early educational outcomes. Research Brief. DFE-RB 134. London: Department for Education.

Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child‐ directed speech in vocabulary development. Child Development, 83(5), 1762-1774.

Saavedra, C. and Esquierdo, J. J. (2020). Platicas on Disrupting Language Ideologies in the Borderlands. In F. Nxumalo and C. P. Brown (Eds.) Disrupting and Countering Deficits in Early Childhood Education. (pp. 37-52). New York: Routledge.

Seager, E. and Abbot-Smith, K. (2017) Can early years professionals determine which preschoolers have comprehension delays? A comparison. Child Language Teaching and Therapy, 33(1), pp.67-79.

Siraj-Blatchford I. and Manni L. (2007) Would you like to tidy up now? An analysis of adult questioning in the English Foundation Stage. Early Years, Vol 28, 2008, Issue 1: pp 5-22.

Siraj-Blatchford, I., Sylva, K, Muttock,S., Gilden, R. and Bell, D. (2012) Researching Effective Pedagogy in the Early Years Research Report RR356. DfE: London.

Snowling, M.J., Hulme, C., Bailey A.M., Stothard, S.E. and Lindsay, G. (2011) Better Communication Research Programme: Language and Literacy Attainment of Pupils during Early Years and through KS2: Does teacher assessment at five provide a valid measure of children’s current and future educational attainments? DfE Research Brief DFE-RB 172a. London: Department for Education.

Spratt, J. (2012) ‘The importance of hand and finger rhymes’. In Bruce, T. (ed) Early Childhood Practice: Froebel Today. London: Sage

Sylva, K., Melhuish, E., Simmons, P., Siraj-Blatchford, I. and Taggart, B., Eds., (2012) Effective Preschool, primary and secondary education 3-14 project (EPPSE 3-14) Report from Key stage 3 Phase: Influences on students’ development from age 11-14. DfE: London.

Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj, I. (2015) Effective pre-school, primary and secondary education project (EPPSE 3-16+). How pre-school influences children and young people’s attainment and developmental outcomes over time Research Brief. DfE: London.

Taxitari, L., Twomey, K. E., Westermann, G. & Manu, N. (2019). The Limits of Infants’ Early Word Learning. Language Learning and Development

Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.

Viruru, R. (2001). Colonized through Language: the case of early childhood education. Contemporary Issues in Early Childhood, 2 (1): 31-47.

Viruru, R. (2012). Postcolonial perspectives on childhood and literacy. In N. Hall,J. Larson & J.A. Marsh (Eds.). Handbook of Early Childhood Literacy (p. 18-34). London: Sage

Walsh, R.L and Hodge, K.A. (2018) Are we asking the right questions? An analysis of research on the effect of teachers’ questioning on children’s language during shared book reading with young children. Journal of Early Childhood Literacy, 18(2), pp. 264-294.

Waters, J. and Bateman, A. (2015) ‘Revealing the interactional features of learning and teaching moments in outdoor activity’ European Early Childhood Education Research Journal, 23(2) 264- 276.

Yoon, H.S. and Templeton, T. N (2019). The Practice of Listening to Children: The Challenges of Hearing Children Out in an Adult-Regulated World. Harvard Educational Review, 89 (1): 55-84.

Young. S. (2003) Music with the Under Fours. London: Routledge.

Zimmerman, F.J., Gilkerson, J., Richards, J.A., Christakis, D.A., Xu, D., Gray, S. and Yapanel, U. (2009) Teaching by listening: the importance of adult-child conversations to language development. Pediatrics, 124(1), pp.342-349.