Relevant bibliographies by topics / Early years

Academic literature on the topic 'Early years'

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Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Early years"

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Campbell, Frank C., Ralph Kirkpatrick, and Frederick Hammond. "Early Years." Notes 43, no. 3 (March 1987): 560. http://dx.doi.org/10.2307/898204.

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Griggs, Amy. "Early Years Childminder of the Year 2008!" Child Care 5, no. 11 (November 2008): 14–15. http://dx.doi.org/10.12968/chca.2008.5.11.37336.

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Van Montagu, Marc. "The early years." Plant Journal 23, no. 1 (July 2000): 1–2. http://dx.doi.org/10.1046/j.1365-313x.2000.00816.x.

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Dorothy, Lepkowska. "Early years premium." Primary Teacher Update 2014, no. 32 (May 2014): 6. http://dx.doi.org/10.12968/prtu.2014.1.32.6a.

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Dorothy, Lepkowska. "Early years premium." Primary Teacher Update 32, no. 5 (May 2014): 6. http://dx.doi.org/10.12968/prtu.2014.32.5.6a.

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Waldfogel, Jane, and Elizabeth Washbrook. "Early Years Policy." Child Development Research 2011 (April 26, 2011): 1–12. http://dx.doi.org/10.1155/2011/343016.

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We analyze the role that early years policy might play in narrowing educational attainment gaps. We begin by examining gaps in school readiness between low-, middle-, and high-income children, drawing on data from new large and nationally representative birth cohort studies in the USA and UK. We find that sizable income-related gaps in school readiness are present in both countries before children enter school and then decompose these gaps to identify the factors that account for the poorer scores of low-income children. We then consider what role early years policy could play in tackling these gaps, drawing on the best available evidence to identify promising programs.
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Blenkin, Geva. "Editorial: Early Years." Early Years 15, no. 1 (January 1994): 4. http://dx.doi.org/10.1080/0957514940150101.

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Blenkin, Geva. "Editorial: Early Years." Early Years 15, no. 2 (March 1995): 4–5. http://dx.doi.org/10.1080/0957514950150201.

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Blenkin, Geva. "Editorial: Early Years." Early Years 16, no. 1 (September 1995): 4. http://dx.doi.org/10.1080/0957514950160101.

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Henty, Neil. "Early Years 2010." Practical Pre-School 2010, no. 118 (November 2010): 16–19. http://dx.doi.org/10.12968/prps.2010.1.118.79380.

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Dissertations / Theses on the topic "Early years"

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Lyndon, Sandra Jacqueline. "Early years practitioners' narratives of poverty in early childhood." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81407/.

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This thesis focuses on Early Years Practitioners who are working with young children and families in early years provision in England. Adopting a narrative approach the study sought to explore how their understandings of poverty in early childhood are shaped by dominant discourses of poverty and professional and personal experiences. Poverty as a concept is multi-dimensional and dynamic including both the experience of poverty as well as absolute and relative understandings. Under the New Labour Government, Early Years Practitioners were positioned as part of a long-term strategy to alleviate child poverty. Successive government policies have resulted in cuts to early years funding under austerity measures and an increasing focus on children and families with the greatest need. Early Years Practitioners hold a contradictory position, being part of a strategy to address poverty in early childhood, whilst at the same, time being part of a workforce which is to a large extent highly gendered, low status and low paid. The research was conducted as a case study in two integrated settings consisting of a maintained nursery school, children's centre and daycare provision in the south-east of England during November 2015 to June 2016. Although the settings were in areas of overall relative affluence, they both served areas of deprivation. Therefore, Early Years Practitioners were working with children and families on low incomes. Thirty-eight Early Years Practitioners took part in focus groups to explore how narratives of poverty might be shaped by dominant discourses of poverty and sixteen Early Years Practitioners took part in follow-up interviews to explore how narratives of poverty might be shaped by their personal and professional experiences. The 'subject' of the case was the Early Years Practitioners and the analysis and theorisation of their narratives of poverty the 'object'. Foucault's concept of regimes of truth was used to explore how Early Years Practitioners' understandings of poverty might be shaped by dominant policy discourses. The concept of 'small stories' was used to explore how Early Years Practitioners' narratives of poverty are co-constructed within interaction, and understandings of how they position themselves in relation to 'other' were explored through I-positions. Five participants took part in a final presentation and discussion of the initial findings, providing an opportunity to comment on and contribute to the analysis of the data.
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McLean, Karen J. "A story of early years educators’ experiences of technology and literacy in early years learning environments." Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/dd4f46ac879ce07f85b3f2c5f83de2385f0d0271936caf2601a2c74243439d8e/5238210/02whole__1_.pdf.

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This study sought to explore the relationship between literacy and technology in the early years of education. The purpose of the study was to gain insight into the nexus between literacy centred practice and technology in the practice of early years educators. The study was framed by the question, "What are early years educators'. experiences of the relationship between technology and literacy in early years learning environments?" In particular the study focused on the knowledge, understanding and pedagogical practice of educators and those involved in shaping the learning experiences of children in early learning environments...
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Guariglia, Dana Gemma. "Inclusion in the early childhood years /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_guari_inclu.pdf.

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Allingham, Susan. "The early years : lost in translation?" Thesis, University of Sheffield, 2009. http://etheses.whiterose.ac.uk/10337/.

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This thesis asks two questions: 1. What is the connection between Early Years policy development and the lived experience of those professionals implementing it? 2. To what extent do Early Years professionals consider that government policy has contributed to a better understanding of Early Years practice for those implementing it, and towards a consistent national view? Recent years have seen a growing national focus on the Early Years of education, centring on government policy. With this focus has come a wide range of opinion as to what constitutes effective Early Years practice and how successful current policies are in achieving appropriate provision for young children. This thesis first introduces the central themes of policy and lived experience and sets out the rationale for the study. This is followed by an overview of the contribution of six key historical figures in early childhood education. The thesis moves on to discuss policy developments in England since the Plowden report in 1967. The thesis outlines and justifies the life historical methods for the study which involved interviews with eight professionals in order to understand how policy had impacted on their lives and work. Analysis of the data includes the stories of all eight participants and my own story as an Early Years teacher. The experiences of the eight participants were analysed to produce five themes: Personal qualities, Teaching- an art not a process?, Respectful or subversive teachers?, - Views of childhood; Resilience. These are discussed in the light of the participants' experiences and the literature on effective proactive practice and policy. This discussion illustrates professional and personal struggles to 'fit policy to children's needs through appropriate practice. The thesis concludes with an update on policy since the completion of fieldwork and a conclusion, returning to the research questions, which shows two things: first that - so far as the participants in this study are concerned - there is a mismatch between policy development and lived experience, and second, that some Early Years professionals develop government guidance and policy to contribute to a better understanding of Early Years practice.
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Sweeting, Kylie. "Early years teachers’ attitudes towards mathematics." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46123/1/Kylie_Sweeting_Thesis.pdf.

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Worldwide, there is considerable attention to providing a supportive mathematics learning environment for young children because attitude formation and achievement in these early years of schooling have a lifelong impact. Key influences on young children during these early years are their teachers. Practising early years teachers‟ attitudes towards mathematics influence the teaching methods they employ, which in turn, affects young students‟ attitudes towards mathematics, and ultimately, their achievement. However, little is known about practising early years teachers‟ attitudes to mathematics or how these attitudes form, which is the focus of this study. The research questions were: 1. What attitudes do practising early years teachers hold towards mathematics? 2. How did the teachers‟ mathematics attitudes form? This study adopted an explanatory case study design (Yin, 2003) to investigate practising early years teachers‟ attitudes towards mathematics and the formation of these attitudes. The research took place in a Brisbane southside school situated in a middle socio-economic area. The site was chosen due to its accessibility to the researcher. The participant group consisted of 20 early years teachers. They each completed the Attitude Towards Mathematics Inventory (ATMI) (Schackow, 2005), which is a 40 item instrument that measures attitudes across the four dimensions of attitude, namely value, enjoyment, self-confidence and motivation. The teachers‟ total ATMI scores were classified according to five quintiles: strongly negative, negative, neutral, positive and strongly positive. The results of the survey revealed that these teachers‟ attitudes ranged across only three categories with one teacher classified as strongly positive, twelve teachers classified as positive and seven teachers classified as neutral. No teachers were identified as having negative or strongly negative attitudes. Subsequent to the surveys, six teachers with a breadth of attitudes were selected from the original cohort to participate in open-ended interviews to investigate the formation of their attitudes. The interview data were analysed according to the four dimensions of attitudes (value, enjoyment, self-confidence, motivation) and three stages of education (primary, secondary, tertiary). Highlighted in the findings is the critical impact of schooling experiences on the formation of student attitudes towards mathematics. Findings suggest that primary school experiences are a critical influence on the attitudes of adults who become early years teachers. These findings also indicate the vital role tertiary institutions play in altering the attitudes of preservice teachers who have had negative schooling experiences. Experiences that teachers indicated contributed to the formation of positive attitudes in their own education were games, group work, hands-on activities, positive feedback and perceived relevance. In contrast, negative experiences that teachers stated influenced their attitudes were insufficient help, rushed teaching, negative feedback and a lack of relevance of the content. These findings together with the literature on teachers‟ attitudes and mathematics education were synthesized in a model titled a Cycle of Early Years Teachers’ Attitudes Towards Mathematics. This model explains positive and negative influences on attitudes towards mathematics and how the attitudes of adults are passed on to children, who then as adults themselves, repeat the cycle by passing on attitudes to a new generation. The model can provide guidance for practising teachers and for preservice and inservice education about ways to foster positive influences to attitude formation in mathematics and inhibit negative influences. Two avenues for future research arise from the findings of this study both relating to attitudes and secondary school experiences. The first question relates to the resilience of attitudes, in particular, how an individual can maintain positive attitudes towards mathematics developed in primary school, despite secondary school experiences that typically have a negative influence on attitude. The second question relates to the relationship between attitudes and achievement, specifically, why secondary students achieve good grades in mathematics despite a lack of enjoyment, which is one of the dimensions of attitude.
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Cullis, Andrew. "Neighbourhood and wellbeing in the early years." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10007364/.

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The aim of this thesis is to investigate whether compositional and contextual factors relating to neighbourhoods in which children live can explain differences in their wellbeing, over and above factors at the individual and family level. Data collected on young children, sampled from advantaged, disadvantaged and ethnic minority electoral wards within the UK Millennium Cohort Study (MCS) were used to explore the research objectives. 2001 census small area statistics were uniquely utilised to further characterise MCS wards. Multi-level statistical modelling techniques were employed to analyse these data. Findings suggest that individual and family level factors account for most of the differences in cognitive, behavioural and physical wellbeing. Wards in disadvantaged and ethnic minority areas were shown to be negatively associated with children's readiness to start school and their vocabulary abilities. Behavioural difficulties and the body mass index (BMI) of children were also associated with these wards. Alongside these factors, several subjective measures of the local area were associated with children's wellbeing. Poor local safety and problems with litter were negatively associated with school readiness and vocabulary skills respectively. Problems with noise, pollution, lack of places to play and poor access to shops were associated with children having behavioural difficulties. Problems with litter in the vicinity were also related to children having a higher BMI. Furthermore, some 2001 census small area statistics, characterising the demographic composition of each ward were also associated with child wellbeing. Wards with high numbers of children living in them were associated with poor school readiness scores and areas with high numbers of cohabiting childless couples were associated with children having lower vocabulary scores. Wards with high levels of female lone parents who were employed and married couples with children were associated with fewer child difficulties. None of these census factors were associated with BMI.
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Kozica, Saida, and Marcus Falk. "Religion Education in the early school years." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31848.

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Vi tycker det här ämnet är viktigt och passar bra in i vår verksamhetsförlagda tid och i vår utbildning som en framtida lärare. Det är viktigt att vi redan i tidig ålder försöker informera våra elever att vi alla som lever i detta samhälle har fler likheter än olikheter och genom att tala kring detta så kan man få bort begreppen vi och de. Rasism är byggd på fördomar, därför tycker vi det är viktigt att man börjar tala kring religion redan tidigt i åldrarna. Vi anser att genom att vi diskuterar olika religioner i klassrummen så skapar eleverna förståelse till dessa religioner, denna förståelse kan vara väldig väsentlig för dem i deras vuxenliv. I detta arbete försöker vi få fram vad elever anser om religion, vad som intresserar dem. Detta gör vi med hjälp av enkäter, vi har valt två olika skolor som skiljer sig både var de ligger och hur mångkulturell skolorna är. Genom enkäterna så tänkte vi försöka få fram likheter och skillnader mellan de. Vi försöker också få fram hur olika lärare arbetar inom religion och hur de försöker integrera det i undervisningen. För att få fram detta resultat har vi valt att användas av intervjuer, där vi har intervjuat lärare på två olika skolor.
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Dowling, Hannah. "Parental self-efficacy in early years parenting." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/parental-selfefficacy-in-early-years-parenting(df531f90-2be5-402c-8f74-6169743fe8ef).html.

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This thesis focuses on parental self-efficacy in early years parenting. Parenting has a key influence on child development. Self-efficacy mediates the relationship between knowledge and behaviour and as such is seen as an important target of many interventions aimed at parents. Paper 1 provides a comprehensive overview of the impact of group-based early interventions on parental self-efficacy in parents of preschool children. Fifteen randomised controlled trials were identified that satisfied the inclusion criteria for the review. The strengths and limitations of the reviewed papers are considered alongside the clinical implications of the findings. Recommendations for future areas of research are provided. Paper 2 provides an exploratory investigation of whether structured parent-infant activities improve parental self-efficacy, bonding, mood and well-being. Six hundred and sixty two parents of infants under 12 months completed a series of questionnaires at two time-points. Whilst such activities did not lead to significant improvements in parental self-efficacy, some support for the notion that such activities improve parental satisfaction in a non-clinical population, and mood and parental anxiety in mildly anxious parents was found. The clinical implications of the study and areas of future research are discussed. Paper 3 provides a critical reflection of the research process as a whole and examines the strengths and limitations of Papers 1 and 2 in turn. Personal reflections on the development and execution of the research are also provided.
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Sharp, L. Kathryn. "Literacy and Meaning Making in the Early Years." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4254.

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Cumming, Jennifer Beatrice. "The organic origin of food : the development of a scientific concept in children aged four to eight." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3841/.

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Educators have discovered that adolescents commonly hold misconceptions in science which interfere with future learning and are difficult to eradicate. However, although early informal learning experiences have been suggested as the source of these ideas, the process by which young children develop both sound knowledge and misconceptions in science has not been elucidated. This research, which is exploratory in nature, is a study of the development of just one concept in young children in the hope that some apparently contradictory evidence can be reconciled. The empirical enquiry was conducted in two parts: 1. A cross-sectional design was employed with thirty children at each age of four, six, and eight. Semi-structured individual interviews probed children's knowledge of food-related factual items and their understanding that people depend upon plants either directly or indirectly for their food.2. A qualitative enquiry was engaged to discover the experiences of young children, both inside and outside school, which might contribute to their knowledge about the origin of food. Children’s responses indicate an increase in factual knowledge with age. Although this can be linked primarily to their practical experiences, video film and adult explanation rather than books played their part as well. The children themselves frequently mentioned family-based experiences as the source of their knowledge. There was no significant correlation between factual knowledge and understanding, indicating the possible existence of an intervening process linking the two. On many occasions the younger children made statements which could inadvertently mislead the questioner to underestimate the extent of their knowledge. However, early signs of a scientific misconception which is known to cause problems for adolescent learners were found. This was not the result of faulty information provided by adults and could easily be overlooked. Insight from recent developments in cognitive science can help both to explain these findings and also in the design of improved pedagogic strategies.
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Books on the topic "Early years"

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Tassoni, Penny. Early years. 2nd ed. Oxford: Heinemann Educational, 2006.

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Myra, Barrs, Kelly Clare, and Centre for Language in Primary Education., eds. Early years. London: CLPE, 1993.

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Gandhi, Indira. Early years. New Delhi: Indira Gandhi Memorial Trust, 1990.

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Early years. New York: P. Lang, 1985.

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Myers, John Myers. Tombstone's early years. Lincoln: University of Nebraska Press, 1995.

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Young, Nina. The early years. London: Design Council, 1991.

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Berlinski, Samuel, and Norbert Schady, eds. The Early Years. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137536495.

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Wirral. Department of Education., ed. Early years curriculum. Wirral: Metropolitan Borough of Wirral Department of Education, 1993.

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Those early years. [New York]: Turtle Point Press, 1999.

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Gardiner, Alan Henderson. My early years. Andreas, I.O.M: Typed, photocopied and bound by J. Gardiner, 1986.

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Book chapters on the topic "Early years"

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Argent, Mark. "Early Years." In Recollections of R.J.S.Stevens, 1–15. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12776-4_1.

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Carpenter, David, and John Turnbull. "Early years." In Mental Health And Mental Handicap, 40–45. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12821-1_7.

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Ackerman, John. "Early Years." In Dylan Thomas, 23–37. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24366-2_3.

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Williams, John. "Early Years." In William Wordsworth, 20–37. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24491-1_2.

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Štrbáňová, Soňa. "Early Years." In SpringerBriefs in Molecular Science, 1–11. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-49736-4_1.

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Naik, Pramod V. "Early Years." In Meghnad Saha, 29–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62102-9_4.

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Inoué, Shinya. "Early Years." In Pathways of a Cell Biologist, 1–39. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0947-1_1.

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Davis Smith, Justin. "Early Years." In 100 Years of NCVO and Voluntary Action, 29–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02774-2_3.

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Wilber, Bob. "Early years." In Music was not Enough, 3–16. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-09603-9_2.

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Hallgrímsdóttir, Guðný. "Early years." In A Tale of a Fool?, 21–39. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Microhistories: Routledge, 2019. http://dx.doi.org/10.4324/9781315162409-2.

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Conference papers on the topic "Early years"

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Caulfield, H. John. "Margin setting: the early years." In SPIE Optical Engineering + Applications, edited by Khan M. Iftekharuddin and Abdul Ahad Sami Awwal. SPIE, 2011. http://dx.doi.org/10.1117/12.889270.

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Kimmitt, M. F. "Submillimetre waves: the early years." In 18th International Conference on Infrared and Millimeter Waves. SPIE, 1993. http://dx.doi.org/10.1117/12.2298434.

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Nebolsine, Peter E. "Laser Propulsion: The Early Years." In BEAMED ENERGY PROPULSION: First International Symposium on Beamed Energy Propulsion. AIP, 2003. http://dx.doi.org/10.1063/1.1582092.

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Reed, Graham T., William R. Headley, and C. E. J. Png. "Silicon photonics: the early years." In Integrated Optoelectronic Devices 2005, edited by Joel A. Kubby and Ghassan E. Jabbour. SPIE, 2005. http://dx.doi.org/10.1117/12.596921.

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Silverman, Albert. "CESR and CLEO—the early years." In Twenty beautiful years of bottom physics. AIP, 1998. http://dx.doi.org/10.1063/1.55110.

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Pizzichini, Graziella. "Early detections of properties of Gamma-Ray Bursts." In Swift: 10 Years of Discovery. Trieste, Italy: Sissa Medialab, 2015. http://dx.doi.org/10.22323/1.233.0098.

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Magta, Mutiara, and Ni Gusti Ayu Made Yeni Lestari. "Development of Sex Education Module in Early Years." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.71.

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Hammond, W. E. "Patient management systems: the early years." In ACM conference. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/41526.41541.

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Albrow, Michael G. "Double pomeron exchange: The early years." In DIFFRACTION 2014: International Workshop on Diffraction in High-Energy Physics. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4915970.

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Stickley, C. Martin. "The laser damage meeting: early years." In Laser-Induced Damage in Optical Materials 2018: 50th Anniversary Conference, edited by Vitaly E. Gruzdev, Detlev Ristau, M. J. Soileau, Gregory J. Exarhos, and Christopher Wren Carr. SPIE, 2018. http://dx.doi.org/10.1117/12.2502567.

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Reports on the topic "Early years"

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Carlin, Bruce, and William Mann. Finance, farms, and the Fed's early years. Cambridge, MA: National Bureau of Economic Research, June 2017. http://dx.doi.org/10.3386/w23511.

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Farquharson, Christine. Proposals for the early years in England. Institute for Fiscal Studies, November 2019. http://dx.doi.org/10.1920/bn.ifs.2019.bn0264.

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Farquharson, Christine. Early years: Public spending and public policy. The IFS, March 2023. http://dx.doi.org/10.1920/ps.ifs.2023.0004.

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Drayton, Elaine, and Christine Farquharson. Early years spending update: Budget reforms and beyond. The IFS, September 2023. http://dx.doi.org/10.1920/re.ifs.2023.0274.

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Drayton, Elaine, and Christine Farquharson. Early years spending update: The impact of inflation. The IFS, November 2022. http://dx.doi.org/10.1920/re.ifs.2022.0229.

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Porter, Joanne, Carolyn Bailey, Blake Peck, Valerie Prokopiv, Megan Simic, and Kaye Borgelt. Early Years Family Violence Advisor Project Evaluation 2021-2023. Federation University, June 2024. http://dx.doi.org/10.35843/eyfvape23.

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Cloney, Dan, David Jeffries, Stephanie Templeton, Ursula Schwantner, Juliette Mendelovits, Amy Berry, Syeda Kashfee Ahmed, Nicola Andrews, and Bethany Andrews. Monitoring learning in the early years. A review of early childhood assessments to support global monitoring. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-746-5.

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Sustainable Development Goal 4 (SDG 4) aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In relation to Early Childhood Education (ECE), SDG Target 4.2 aims to “ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”. To operationalise this goal, the primary Indicator 4.2.1 sets out to measure the “proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex. The United Nations Children's Fund (UNICEF) is the custodian of SDG Target 4.2. As such, UNICEF has coordinated efforts to develop an assessment that “captures the achievement of key developmental milestones of children between the ages of 24 and 59 months”. This assessment is called the Early Childhood Development Index 2030, or ECDI2030. The ECDI2030 has been in use since March 2020. While the tool provides a quick snapshot for reporting, there is room for improvement, considering the breadth of skills that are developing as children grow. This review of existing ECE assessments has been motivated by the aim of the Global Education Monitoring (GEM) Centre at the Australian Council for Educational Research (ACER) to develop appropriate definitions and to contribute to the objective measurement of skills and attributes in early childhood education. The report reviews a range of assessments, including ECDI2030, with a view to identifying how they can be strengthened. The report is intended to benefit global stakeholders in the SDG 4 agenda, national governments, practitioners, and ultimately, children.
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Belfield, Clive, and Inas Rashad Kelly. The Benefits of Breastfeeding Across the Early Years of Childhood. Cambridge, MA: National Bureau of Economic Research, October 2010. http://dx.doi.org/10.3386/w16496.

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Reuss, Robert. Surprise and Deception in the Early War Years, 1940-1942. Fort Belvoir, VA: Defense Technical Information Center, April 1993. http://dx.doi.org/10.21236/ada265486.

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Meilinger, Phillip S. Bomber: The Formation and Early Years of Strategic Air Command. Fort Belvoir, VA: Defense Technical Information Center, November 2012. http://dx.doi.org/10.21236/ada602158.

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