ETFO Resources


Aboriginal History and Realities in Canada, Grades 1-8 Teachers’ Resource
This document will assist teachers to address issues of equity and social justice in their classroom as well as assist their students in developing awareness and understanding of First Nation, Métis and Inuit issues.
Available at

Awareness, Engagement, Activism: A Social Justice Approach
Awareness, Engagement, Activism is a curriculum resource that uses a social justice and equity approach to teaching and learning through making personal connections, building understanding of experiences outside of our own and practising skills through inquiry and critical conversations.
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Arts Education for the Development of the Whole Child
This eResources is a literature review highlighting ways to support and advance Arts education to make it a central part of the education of the whole child.
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Black Canadian Women
With this poster and curriculum resource, the Elementary Teachers’ Federation of Ontario encourages you to celebrate the strength of Black Canadian women in the development and creation of Canadian culture and identity. We have chosen five Canadian women whose lives span decades but whose struggle still resonates with many of us.
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Collaborative Coaching Handbook
The Collaborative Coaching Handbook contains five curriculum projects completed by collaborative teams who took part in an ETFO professional learning program and a guide for teachers who wish to engage in collaborative coaching initiatives.
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Educating for Global Citizenship
This eResource is a handbook for the teaching of global education. It contains curriculum units–modified by inquiry and peer review–and provides many links to resources.
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Everyone is Able
Everyone Is Able is a new resource about abilities/disabilities that consists of a DVD and a CD containing a Guidebook. The project is designed to increase teacher and student sensitivity to issues around ability/disability. The DVD is divided into seven chapters that are accompanied by lessons at the Primary, Junior and Intermediate levels; as well as a professional development component for educators for each chapter. The resource includes curriculum links; practical applications for engaging students and educators; and information on how to foster social action in classrooms, schools and communities.
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ETFO E-Resources
These free eResources from ETFO and its partners can be viewed online in a convenient format or downloaded for printing and/or sharing. Return often to check for new additions to this growing collection.
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ETFO Special Education Handbook: A Practical Guide for All Teachers
Instructional, environmental and assessment strategies that all teachers can use to address a range of student needs. It includes an overview of special education in Ontario, suggested resources and a glossary of special education terms.
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ETFO Websites
ETFO has developed and released a number of related websites on a variety of topics, each with a unique domain name and design. The following sites are currently available for you to browse.
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Home Free
Learn about homelessness and what you and your students can do to help. This curriculum resource on homelessness includes lesson plans for each division as well as background materials for teachers.
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I Am the Teacher
Experienced practitioners show you how to establish an effective presence in the classroom and school, connect appropriately with students and establish routines and procedures. This resource for occasional teachers outlines student expectations, classroom and behaviour management techniques and useful instructional practices.
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Innoteach Learning Objects Website
Participants in ETFO’s Innoteach project created multi-media learning objects that use technology to enhance student learning. The website provides access to their learning objects and other resources in a variety of formats for use on computers and on portable devices.
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It Starts With You. It Stays with Him
These eLearning modules for elementary teachers and students are linked to the Ontario curriculum and will help educators address issues around healthy relationships, gender issues, homophobia and sexism. A joint initiative of ETFO and The White Ribbon Campaign.
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Learning from Labour
Learning from Labour is an ETFO resource containing lesson plans for Intermediate Learning based on the Ontario Curriculum.
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Learning Together: A Classroom Teacher’s Guide to Combined Grades
This practical resource shows you how to deliver differentiated instruction and incorporate varied delivery modes, forms of assessment, teaching methods and resources. It provides ready-to-use planning samples of common fundamental concepts across curriculum expectations, samples for long range and unit plans, lesson plans and daybook pages.
Available through shopETFO

This online mind mapping tool offers the perfect habitat for developing ideas and brainstorming Unit Plans and Long-Range Plans.

More than a Play
Written by some of Canada’s foremost playwrights, this is a collection of nine short plays that explore equity and social justice issues for junior and intermediate classes. Three of the plays are directly translated into French.

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Ontario Educational Resource Bank (OERB).
A learning resource repository for Ontario teachers and students, managed by the Ministry of Education. The Ontario Educational Resource Bank (OERB) offers thousands of online resources, from Kindergarten through Grade 12. It can be searched by key word and also by grade, subject/course, strand and/or overall expectations. (Eng) (Fr)

Ontario Software Acquisition Program Advisory Committee (OSAPAC).
Current ministry licensed digital learning resources.

An office productivity suite that offers word processing, spreadsheet, presentation, graphics and database capabilities.

Helpful place to find and save ideas to be considered in the design of your lessons and units.

Possibilities highlights the strategies that educators in ETFO’s Poverty and Education Project used to address the academic and non-academic needs of students and families experiencing socio-economic challenges. This book features creative approaches to addressing poverty issues while questioning readers’ assumptions and biases. This resource includes literature links for classroom learning and community resources.
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A natural springboard into an exploration of the Arts comes from something primary teachers do in their classrooms every day – share great stories!
Primary ETFO Arts is a new publication to support primary generalist teachers in grade 1-3 who have little or no background in dance, drama, music and visual arts. The teacher-friendly book contains rich experiential learning opportunities within all four strands of the Arts curriculum. The ten featured picture books will pique children’s interest with their universal themes, issues and questions while each section of Primary ETFO Arts includes engaging verbal and non-verbal activities to stimulate imagination, communication and critical thinking.
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Publisher 2000 and Publisher 2002
These desktop publishing programs enable users to easily create professional-looking printed materials such as daybook templates.

Reflections of Me: ETFO’s Body Image Curriculum
This is a research-based resource that assists teachers in ensuring that children develop positive body image and self-esteem.
Available through shopETFO

Research for Teachers
A joint project of ETFO and Ontario Institute for Studies in Education (OISE), this publication and podcast summarizes current research findings relevant to teaching in elementary schools.
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Revised ETFO Arts
The Revised ETFO Arts book is a practical step-by-step handbook for junior/intermediate grade teachers who want to include the Arts in their classroom program. Like its predecessor ETFO ARTS, this revised teacher resource introduces all the elements of dance, drama, music and visual arts and shows educators how to use the Arts to support literacy and other subjects. The Revised ETFO Arts includes a CD of music tracks from Soundtrack Performance Group and a CD with a Keith Haring work of art (Untitled 1982) that educators can use as a source of inspiration for integrating the Arts. Professional Arts resources, assessment strategies and teaching tips are also highlighted.
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Roots of Equality
These resources are designed to help foster students’ healthy, equal relationships and raise awareness of violence against women. Included are lesson plans for grades 1 through 8, workshops for grade 7 and grade 8 girls’ conferences and tip sheets for educators and parents.
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This concept-mapping software supports the creation of multilevel concept maps using colourful symbols, arrows and clip art. Perfect for Unit Plans and Long-Range Plans.

Social Justice Begins With Me
This is a new ETFO literature-based resource kit for Early Years to Grade 8 available in both PDF and RTF format. This year-round resource builds on the concepts originally introduced in We’re Erasing Prejudice for Good and is organized using 10 monthly themes: Self-Esteem, Sharing Our Lives, Peace, Building Supportive Communities, Rights of the Child, Caring Hands, Untie the Knots of Prejudice, Local and Global Citizenship, True Worth and Beauty and Circles and Cycles.
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StarOffice 7 Office Suite (Available in English and French)
This office productivity suite works with Windows, Linux or Solaris Oss. StarOffice software is based on open standards and easy to use. It offers word processing, spreadsheet, presentation, drawing and database capabilities.

Teaching for Deep Understanding Curriculum Learning Resource Compilation
This compilation is based on the ETFO book Teaching for Deep Understanding and contains curriculum learning resources for Science, Social Studies, Literacy, Numeracy, Arts and Technology.
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The Canadian Human Rights Toolkit
This resource, created by the Canadian Teachers’ Federation and the Canadian Museum for Human Rights, is an online database with more than 200 teacher-reviewed resources and tools focusing on human rights.
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The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning Teachers
This book provides a practical resource for the many “firsts” a beginning teacher will encounter and encourages teachers’ personal learning journeys. Though intended for beginning teachers, all teachers will find this resource valuable.
This eResource–sub-titled ‘Practical Ideas and Resources for Beginning Teachers’ includes tips on setting up your classroom, classroom management, building inclusion, working with parents, occasional teaching and meeting diverse needs. There is a blog that accompanies the eResource which is written by a team of practicing educators in elementary schools in Ontario.
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Think, Respect and Thrive Online: An ETFO Digital Citizenship Curriculum
This resource about digital citizenship consists of a print curriculum document and a USB flash drive containing reproducible lesson materials in English and French. This resource provides ETFO members with lessons to use with students from Early Learning Kindergarten Program (ELKP) to Grade 8 that will assist in teaching digital citizenship skills.

You choose!
Produced in collaboration with Student Vote, these lesson plans cover the democratic process and informed citizenship and show you how to hold Student Vote in-class elections.
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Andrade, H. L. and Cizek, G. J. (eds.). (2010). Handbook of formative assessment. New York, NY: Routeledge.

Ares, N. and Gorrell, J. (2002). Middle school students’ understanding of meaningful learning and engaging classroom activities. Journal of Research in Childhood Education, 16(2), 263-277.

Batt, T. (2010). Using play to teach writing. American Journal of Play, 3(1), 63-81.

Beane, J. A. (2001). Introduction: reform and reinvention. In T.S. Dickinson (ed.), Reinventing the middle school. New York: Routledge-Falmer, xiii-xxii.

Beane, J. A. (1993). A middle school curriculum: from rhetoric to reality (2nd ed.). Columbus, OH: National Middle School Association.

Bennett, N., Wood, L., & Rogers, S. (1997). Teaching through play: Teachers’ thinking and classroom practice. Buckingham: Open University Press.

Bergen, D. and Davis, D. (2011). Influences of technology-related playful activity and thought on moral development. American Journal of Play, 4(1), 80-99.

Black, P. and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Brown, D. F. and Canniff, M. (2007). Designing curricular experiences that promote young adolescent cognitive growth. Middle School Journal, 39(1), 16-23.

Brown, S. L. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York: Penguin Group.

Caldwell, L. L. and Witt, P. A. (2011). Leisure, recreation and play from a developmental context. New Directions for Youth Development, 130, 13-27.

Carlson, T. B. (1995). We hate gym: Student alienation from physical education. Journal of Teaching in Physical Education, 14(4), 467-477.

Caplan, F. and Caplan, T. (1973). The power of play. Garden City, NY: Anchor Press/Doubleday.

Caswell, R. (2005). The value of play to enhance mathematical learning in the middle years of schooling. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (eds.), Conference Proceedings of the Mathematics Education Research Group of Australia. Melbourne, Australia, 217-224.

Chaille, C. and Britain, L. (2003). The young child as scientist: A constructionist approach to early childhood science education. New York: Allyn and Bacon.

Chaille, C. and Tian, X. (2005). Science and outdoor play in the elementary grades. In K. G. Burriss and B. F. Boyd (Eds.), Outdoor learning and play ages 8-12. Olney, MD: Association for Childhood Education International, 95-100.

Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment practical stratagies for enhancing students learning in primary grade and intermediate classrooms. Auckland, NZ: Hodder Moa Beckett.

Corbitt, C. and Carpenter, M. (2006). The nervous system game. Science and Children, 43(6), 26-29.

Cruz, B. C. and Murthy, S. A. (2006). Breathing life into history: using role-playing to engage students. Social Studies and the Young Learner, 19(1), 4-8.

Csikszentmhalyi, M. (1975). Play and intrinsic rewards. Journal of Humanistic Psychology, 15(3), 41-63.

Curran, J. (2005). Arts and the out-of-doors. In K. G. Burriss and B. F. Boyd (Eds.), Outdoor learning and play ages 8-12. Olney, MD: Association for Childhood Education International, 109-112.

Darder, A., Baltodano, M. P. and Torres, R. D. (eds.). (2009). The critical pedagogy reader. New York, NY: Routledge.

Davies, N. (2010). Player-centered coaching: Enhancing player game sense. A Journal for Physical and Sport Educators, 24(2), 24-28.

Delaney, C. J. and Shafer, F. K. (2007). Teaching to multiple intelligences by following a “slime trail”. Middle School Journal, 39(1), 38-43.

Dewey, J. A. (1990). The School and Society. Chicago: University of Chicago Press.

Elkind, D. (2007). The power of play: Learning what comes naturally. Philadelphia, PA: Da Capo Press.

Emert, T. (2010). Talking to, talking about, talking with: Language arts students in conversation with poetic text. English Journal, 99(5), 67-73.

Erlandson, C. and McVitters, J. (2001). Students’ voices in integrative curriculum. Middle School Journal, 33(2), 2-36.

Fagen, R. N. (2011) Play and development. In A. D. Pellegrini (ed.), The Oxford handbook of the development of play. New York, NY: Oxford University Press, 83-100.

Fromberg, D. P. and Bergen, D. (2006). Play from birth to twelve: Contexts, perspectives and meanings. New York: Routledge.

Gardner, H. (1983). Frame of mind: The theory of multiple intelligences. New York, NY: Basic Books.

Gardner, H. (1991). The unschooled mind: How students think and how schools should teach. New York, NY: Basic Books.

Giedd, J., Blumenthal, J., Jeffries, N., Castllanos, F., Liu, H., Zikdenbos, et al. (1999). Brain development during childhood and adolescence: A longitudinal MRI study. Natural Neuroscience, 2, 861-863.

Gordon, M. (2009). The misuse and effective use of constructivist teaching. Teachers and Teaching: Theory and Practice, 15(6), 737-746.

Hagenauer, G. and Hascher, T. (2010). Learning enjoyment in early adolescence. Educational Research and Evaluation, 16(6), 495-516.

Haviland, J. M., & Kahlbaugh, P. (1993). Emotion and identity. In M. Lewis and J. M. Haviland (eds.), Handbook of Emotions (pp. 327-340). New York: The Guilford Press.

Hill, L., Williams, J. H. G., Aucott, L., Milne, J., Thomson, J., Greig, J., Munro, V., Mon-Hromeh, R., & Roffey, S. (2009). Promoting social and emotional learning with games: “It’s fun and we learn things.” Simulation and Gaming, 40(5), 626-644.

Holton, D. D., Ahmed, A., Williams, H., & Hill, C. (2001). On the importance of mathematical play. International Journal of Mathematical Education in Science and Technology, 32(2), 401-415.

Hsu, H., & Wang, S. (2010). Using gaming literacy to cultivate new literacies. Simulation and Gaming, 41(3), 1314-1319.

Kieffer, C. (2011). Adolescence as a time of play. In M. C. Akhtar (ed.), Play and playfulness. Plymouth, UK: Jason Aronson, 33-50.

Lancy, D. F. and Grove, M. A. (2011). Marbels and Machiavelli: The role of game play in children’s social development. American Journal of Play, 3(4), 489-499.

Larson, R. W. (2011). Adolescents’ conscious processes of developing regulation: Learning to appraise challenges. New Directions for Child and Adolescent Development, 133, 87–97.

Latta, Margaret, A. M. (2002). Seeing fragility’s presence: The power of aesthetic play in teaching and learning. Faculty Publication: Department of Teaching, Learning and Teacher Education. Paper 6.

Lotherington, H. and Sinitskaya, N. (2009). Gaming geography: Educational games and literacy development in the grade 4 classroom. Canadian Journal of Learning and Technology, 35(4), 2009.

Mann, D. (1995). Serious play. Teachers College Record, 97, 446-469.

Mainella, F. P., Agate, J. R. and Clark, B. S. (2011). Outdoor-based play and reconnection to nature: A neglected pathway to positive youth development. New Directions for Youth Development, 130, 89-104.

McKean, B. and Sudol, P. (2002). Drama and language arts: Will drama improve student writing. Youth Theatre Journal, 16(1), 28-37.

McSharry, G., & Jones, S. (2000). Role-play in science teaching and learning. School Science Review, 82(298), 73-82.

Meece, J. L. (2003). Applying learner-centered principles to middle school education. Theory into Practice, 42(2), 109-116.

Mimbs, J. C., Heffington, D., & Herring-Mayo, L. (2005). Geography: Fieldwork and curriculum in the out-of-doors, in K. G. Burriss and B. F. Boyd (Eds.), Outdoor learning and play ages 8-12. Olney, MD: Association for Childhood Education International. 113-116.

McInnes, K., Howard, J., Miles, G. and Crowley, K. (2011). Differences in practitioners understanding of play and how this influences pedagogy and children’s perceptions of play. Early Years, 31(2), 121-133.

Miller, J. P. (2010). Whole child education. Toronto, ON: University of Toronto Press.

Morgenstern, J. (2009). Playing with books: A study of the reader as child. Jefferson, NC: McFarland and Company, Inc.

Muijs, D. and Reynolds, D. (2011). Constructivist teaching. In Effective teaching: Evidence and practice. Thousand Oaks, CA: Sage Publications Inc., 77-97.

Muir, M. (2001). What engages underachieving students? Middle School Journal, 33(2), 37-43.

Ontario Educational Resource Bank (OERB). (Eng). (Fr).

Ontario Ministry of Education. (2007). Combined Grades: Strategies to Reach a Range of Learners in Kindergarten to Grade 6.

Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12. Toronto, ON: Queen’s Printer for Ontario.

Ontario Ministry of Education. (2009). The Ontario Curriculum, , Grades 1-8 The Arts Revised. Toronto, ON: Queen’s Printer for Ontario.

Ontario Ministry of Education. (2013). The Ontario Curriculum, , Social Studies Grades 1 to 6 History and Geography Grades 7 and 8 Revised. Toronto, ON: Queen’s Printer for Ontario.

Ontario Ministry of Education. (2006). The Ontario Curriculum, , Grades 1-8 Language Revised. Toronto, ON: Queen’s Printer for Ontario.

Ontario Ministry of Education. (2007). The Ontario Curriculum, , Grades 1-8 Science and Technology. Toronto, ON: Queen’s Printer for Ontario.

Partington, A. (2010). Game literacy, gaming cultures and media education. English Teaching Practice and Critique, 9(1), 73-86.

Piaget, J. (n.d.). The moral development of the child. [M. Gabain, Trans]. Glencoe, IL: The Free Press.

Pillow, B. H. (2008). Development of children’s understanding of cognitive activities. The Journal of Genetic Psychology, 169(4), 297-321.

Powell, S. D. (2005). Introduction to middle school. Upper Saddle River, NJ: Pearson Education.

Power, P. (2011). Playing with ideas: The affective dynamics of creative play. American Journal of Play, 3(3), 288-323.

Portman, P. A. (1995). Who is having fun in physical education class? Experiences of sixth-grade students in elementary and middle schools. Journal of Teaching in Physical Education, 14(4), 445-453.

Rae, D. (1999). Serious fun in social studies for middle schoolers. Social Education, 63(5), M2-M5.

Rea, D., Millican, K. P., & Watson, S. W. (2000). The serious benefits of fun in the classroom. The Middle School Journal, 31(4), 23-28.

Ranz-Smith, D. J. (2007). Teacher perception of play: In leaving no child behind are teachers leaving childhood behind? Early Education and Development, 18(2), 271- 303.

Rathunde, K., & Csikszentmihalyi, M. (1993). Undivided interest and the growth of talent: A longitudinal study of adolescents. Journal of Youth and Adolescents, 22, 385 – 405.

Ritzhaupt, A., Higgins, H., & Allred, B. (2011). Effects of modern educational game play on attitudes towards mathematics, self-efficacy, and mathematic achievement. Journal of Interactive Learning Research, 22(2), 277-297.

Russ, S. W. (2003). Play and creativity: Developmental issues. Scandinavian Journal of Education Research, 47(3), 291-303.

Shearer, C. B. (2004). Using multiple intelligences assessment to promote teacher development and student achievement. Teachers College Record, 106(1), 147-162.

Sontag, M. (2009). A learning theory for 21st-century students. Innovate, 5(4). (accessed March 6, 2012).

Stone, S. J. (2005). Becoming an advocate for play in the elementary and middle years. In K. G. Burriss and B. F. Boyd (Eds.), Outdoor learning and play ages 8-12. Olney, MD: Association for Childhood Education International, 41-48.

Stone, W. M., & Stone, S. J. (2005). Social studies in the outdoors? You’ve got to be kidding!, in K. G. Burriss and B. F. Boyd (Eds.), Outdoor learning and play ages 8-12. Olney, MD: Association for Childhood Education International, 101-108.

Swafford, J., & Bryan, J. K. (2000). Instructional strategies for promoting conceptual change: Supporting middle school students. Reading and Writing Quarterly, 16(2), 139-161.

Van Patten, S. R. (2005). Deserted playgrounds: the importance of recess and outdoor play, in K. G. Burriss and B. F. Boyd (Eds.), Outdoor learning and play ages 8-12. Olney, MD: Association for Childhood Education International, 57-61.

Venable, B. B. (2001). Using role-play to teach and learn aesthetics. Art Education, 54(1), 47-51.

Wang, Y. (1999). Collaborative critical inquiry via multimedia projects. TechTrends, 43(4), 23-26.

Wassermann, S. (1992). Serious play in the classroom. Childhood Education, 68(3), 133- 139.

Wiles, J., & Bondi, J. (2001). The new American middle school: Educating preadolescents in an era of change. Upper Saddle River, NJ: Merrill Prentice Hall.

William, M. (2010). Exercising attention within the classroom. Developmental Medicine and Child Neurology, 52(10), 925-934.

Willis, J. (2007). Cooperative learning is a brain turn-on. Middle School Journal, 38(4), 4-13.

Wilson, C. A. (2009). Planning and implementing inquiry-oriented activities for middle grade science. Middle School Journal, 41(2), 41-49.

Wilson, K. and Ryan, V. C. (2002). Play therapy with emotionally damaged adolescents. Emotional and Behavioral Difficulties, 7(3), 178-192.

Wilson, L. M. and Horch, H. W. (2002). Implications of brain research for teaching young adolescents. Middle School Journal, 34(1), 57-61.

Wing, L. A. (1995). Play is not the work of the child: Young children’s perceptions of work and play. Early Childhood Research Quarterly, 10, 223-247.

Wolk, S. (2009). Reading for a better world: Teaching for social responsibility with young adult literature. Journal of Adolescent and Adult Literacy, 52(8), 664-673.

Wood, K.D., Soares, L. and Watson, P. (2006). Empowering adolescents through critical literacy. Middle School Journal, 37(3), 55-59.

Wray-Lake, L.& Syvertsen, A. K. (2011). The developmental roots of social responsibility in childhood and adolescence. New Directions for Child and Adolescent Development, 134, 11-25.

Zimmerman, B. J. and Cleary, T. J. (2006). Adolescents’ development of personal agency: The role of self-efficiency beliefs and self-regulatory skills, in F. Pajares and T. Urdan (Eds.), Self-Efficacy beliefs of adolescents. United States: Information Age Publishing. 45-69

Xu, Y. (2010). Children’s social play sequence: Parten’s classic theory revisited. Early Child Development and Care, 180(4), 489-498.