# data[].attributes.body
Resource #1 Name: PBS Kids Games Website

Developmental Domain: Cognitive

Subject Area: Math, Problem Solving

Target Age Group/Grade Level: Ages 4-7 (Preschool to Grade 1)

Cost: Free

Link: PBS Kids Games

Rationale: The PBS Kids website offers a range of interactive games that promote cognitive skills through activities like matching, sequencing, and basic math. This resource aligns with Piaget's Theory of Cognitive Development, specifically the preoperational stage, where children engage in symbolic play and develop foundational logic skills (Woolfolk, 2020). It also aligns with Vygotsky’s Zone of Proximal Development (ZPD), as guided play can help children reach new cognitive levels with support from a caregiver or teacher (Woolfolk, 2020).

References
Woolfolk, A. (2020). Educational psychology: Global edition (14th ed.). Pearson Education.

# data[].attributes.body
Resource #2 Name: Pattern Blocks (Manipulative Toy)

Developmental Domain: Cognitive

Subject Area: Math (Patterns, Shapes), Spatial Awareness

Target Age Group/Grade Level: Ages 3-6 (Preschool to Kindergarten)

Cost: Varies, typically $10-$20

Link: Amazon Pattern Blocks

Rationale: Pattern blocks help children develop problem-solving skills and spatial awareness by allowing them to create shapes and patterns. According to Piaget, this aligns with the preoperational stage, where children begin to understand symbolic relationships (Woolfolk, 2020). Additionally, it reflects Vygotsky's Social Development Theory, as children using these manipulatives with guidance from an adult or peer can expand their understanding of patterns and shapes (Woolfolk, 2020). Furthermore, Bruner’s Constructivist Theory emphasizes the role of active engagement and concrete experiences, suggesting that manipulative play aids in building abstract thinking and cognitive structuring (Main, 2023).

References
Main, P. (2023, May 3). Jerome Bruner’s Theories. Structural Learning. https://www.structural-learning.com/post/jerome-bruners-theories

Woolfolk, A. (2020). Educational psychology: Global edition (14th ed.). Pearson Education.

# data[].attributes.body
Resource #3 Name: BrainPOP Jr. Video Library

Developmental Domain: Cognitive

Subject Area: Various (Science, Social Studies, Critical Thinking)

Target Age Group/Grade Level: Ages 5-9 (Kindergarten to Grade 3)

Cost: Subscription-based, with some free resources

Link: BrainPOP Jr.

Rationale: BrainPOP Jr. provides educational videos that introduce complex topics (like science and history) in a simplified and engaging way. These videos support cognitive development by building background knowledge and helping children make connections between ideas. This aligns with Bandura’s Social Learning Theory, as children observe and model the behavior and explanations in the videos (Main, 2023a). Additionally, Piaget’s Theory (concrete operational stage) suggests that children begin thinking logically about concrete events (Woolfolk, 2020); BrainPOP Jr. helps make abstract concepts more understandable through visual aids. Moreover, Gardner’s Multiple Intelligences Theory is reflected here, as the visual and verbal presentation caters to different learning styles, enhancing cognitive development across various domains (MSEd, 2023).

References
MSEd, K. C. (2023, March 11). Gardner's Theory of Multiple Intelligences. Verywell Mind. https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

Main, P. (2023a, January 29). Social Learning Theory - Bandura. Structural Learning. https://www.structural-learning.com/post/social-learning-theory-bandura

Woolfolk, A. (2020). Educational psychology: Global edition (14th ed.). Pearson Education.

# data[].attributes.body
Resource #1 Name: Starfall ABCs

Developmental Domain: Language

Subject Area: Early Literacy (Alphabet, Phonics)

Target Age Group/Grade Level: Ages 3-6 (Preschool to Kindergarten)

Cost: Free; some premium content available

Link: Starfall ABCs

Rationale: Starfall ABCs introduces young learners to letter recognition, phonics, and basic vocabulary through interactive games and songs. This resource aligns with Chomsky’s Theory of Language Acquisition, which emphasizes that children have an innate ability for language learning (SWARGIARY, 2024). The repetitive and engaging content supports this natural ability by exposing children to sounds, symbols, and words. Additionally, Skinner’s Behaviorist Theory is relevant here, as children receive immediate feedback (reinforcement) when they correctly identify letters or sounds, which encourages language development through positive reinforcement (Madzhie, 2019).

References
Madzhie, M. (2019). A model to facilitate language acquisition/development in children between 0 to 3 years in rural communities of Makhado Municipality, Limpopo Province (Doctoral dissertation).

SWARGIARY, K. (2024). Language and Learning: The Crucial Role of Language in the Teaching-Learning Process. GOOGLE.

# data[].attributes.body
Resource #2 Name: Reading Rockets Website

Developmental Domain: Language

Subject Area: Reading Comprehension, Vocabulary Building

Target Age Group/Grade Level: Ages 6-9 (Grades 1-3)

Cost: Free

Link: Reading Rockets

Rationale: Reading Rockets provides resources for vocabulary building, reading strategies, and comprehension. This aligns with Vygotsky’s Social Development Theory, particularly the concept of the Zone of Proximal Development (ZPD), as children can improve reading comprehension and language skills with guidance from teachers or parents (Woolfolk, 2020). The resource also supports Bruner’s Language Acquisition Support System (LASS), which emphasizes the importance of social interaction and scaffolding in language learning (Main, 2023). The instructional articles and activities on the site help caregivers create a structured language-learning environment, fostering both vocabulary growth and language comprehension.

Reference
Main, P. (2023, January 29). Social Learning Theory - Bandura. Structural Learning. https://www.structural-learning.com/post/social-learning-theory-bandura

Woolfolk, A. (2020). Educational psychology: Global edition (14th ed.). Pearson Education.

# data[].attributes.body
Resource #3 Name: Epic! Digital Library

Developmental Domain: Language

Subject Area: Literacy, Vocabulary, Language Comprehension

Target Age Group/Grade Level: Ages 4-12 (Preschool to Grade 5)

Cost: Free for educators; subscription for families

Link: Epic!

Rationale: Epic! provides a vast library of e-books and audiobooks that encourage language and literacy development. This resource is valuable for Krashen’s Input Hypothesis, which argues that language acquisition is fueled by exposure to meaningful, comprehensible input (Spitzer, 2023). By providing stories that are slightly above a child’s current level, Epic! encourages growth in language skills. Additionally, Gardner’s Multiple Intelligences Theory applies here, as the variety of text formats (audiobooks, read-along books, visual e-books) caters to different learning styles, particularly linguistic and auditory intelligence, which enhance language acquisition in diverse learners (MSEd, 2023).

References
MSEd, K. C. (2023, March 11). Gardner's Theory of Multiple Intelligences. Verywell Mind. https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

Spitzer, D. A. (2023). Comprehensible Input for Second Language Vocabulary Acquisition (Doctoral dissertation, Northcentral University).

# data[].attributes.body
Resource #1 Name: GoNoodle Kids (Website and App)

Developmental Domain: Physical/Motor

Subject Area: Gross Motor Skills, Movement Coordination

Target Age Group/Grade Level: Ages 5-10 (Kindergarten to Grade 5)

Cost: Free, with premium options

Link: GoNoodle Kids

Rationale: GoNoodle Kids provides fun, guided movement and dance activities that help children develop gross motor skills and improve body coordination. This aligns with Gesell’s Maturation Theory, which emphasizes that motor skills develop as children grow and mature (Haywood & Getchell, 2024). Additionally, Piaget’s Sensorimotor Stage supports the idea that children learn through physical interaction with their environment, helping them establish control over bodily movements (Bebko et al., 1992). GoNoodle also incorporates Vygotsky’s Social Development Theory by encouraging group activities that allow children to build motor skills with peer interaction and support (Woolfolk, 2020).

References
Bebko, J. M., Burke, L., Craven, J., & Sarlo, N. (1992). The importance of motor activity in sensorimotor development: A perspective from children with physical handicaps. Human Development, 35(4), 226-240.

Haywood, K., & Getchell, N. (2024). Life span motor development. Human kinetics.

Woolfolk, A. (2020). Educational psychology: Global edition (14th ed.). Pearson Education.

# data[].attributes.body
Resource #2 Name: Play-Doh (Manipulative Tool)

Developmental Domain: Physical/Motor

Subject Area: Fine Motor Skills, Hand-Eye Coordination

Target Age Group/Grade Level: Ages 3-7 (Preschool to Grade 1)

Cost: Typically $10-$20 per pack

Link: Amazon

Rationale: Playing with Play-Doh enhances fine motor skills by allowing children to pinch, roll, and shape the dough, strengthening finger muscles and improving hand-eye coordination. This activity supports Montessori’s Theory of Sensory Exploration, where children learn best through tactile experiences (Montessori, 2013). Bandura’s Social Learning Theory also applies, as children often model each other’s actions while creating shapes, learning from peers, and gaining confidence in their abilities (Main, 2023). Moreover, Piaget’s Preoperational Stage emphasizes the development of fine motor skills, which are crucial for other cognitive and language-related tasks like writing and drawing (Woolfolk, 2019).

References
Main, P. (2023, January 29). Social Learning Theory - Bandura. Structural Learning. https://www.structural-learning.com/post/social-learning-theory-bandura

Montessori, M. (2013). The montessori method. Transaction publishers.

Woolfolk, A. (2019). Educational psychology: Global edition (14th ed.). Pearson Education.

# data[].attributes.body
Resource #3 Name: Obstacle Course (Activity)

Developmental Domain: Physical/Motor

Subject Area: Balance, Coordination, Gross Motor Skills

Target Age Group/Grade Level: Ages 5-10 (Kindergarten to Grade 5)

Cost: Free to set up with household items

Link: Wikipedia

Rationale: An obstacle course encourages children to practice balance, coordination, and agility by moving through different physical tasks like jumping, crawling, and balancing. This activity supports Gesell’s Maturation Theory, as children naturally refine their physical abilities as they grow (Haywood & Getchell, 2024). Additionally, Vygotsky’s Social Development Theory applies here because children often participate with peers, and working together through an obstacle course can provide encouragement and promote skill mastery (Woolfolk, 2019). Erikson’s Psychosocial Development Theory also aligns here, as children gain confidence and a sense of accomplishment when they complete physical challenges, which supports the development of autonomy (BakerRambles, 2017).

References
BakerRambles (2017) - The Psychosocial Theories of Erik Erikson_ A Basic Understanding - HubPages.pdf

Haywood, K., & Getchell, N. (2024). Life span motor development. Human kinetics.

Woolfolk, A. (2019). Educational psychology: Global edition (14th ed.). Pearson Education.

# data[].attributes.body
Resource #1 Name: Classroom Jobs Chart

Developmental Domain: Social

Subject Area: Responsibility, Cooperative Learning

Target Age Group/Grade Level: Ages 5-10 (Kindergarten to Grade 5)

Cost: Free to make or purchase for $5-$10

Link: Classroom Jobs Chart

Rationale: A Classroom Jobs Chart fosters a sense of responsibility and cooperation among students by assigning roles, such as line leader or desk organizer, that contribute to the class environment. This aligns with Erikson’s Psychosocial Development Theory, particularly the stage of “Industry vs. Inferiority,” where children develop a sense of pride in their achievements through meaningful tasks (BakerRambles, 2017). Bandura’s Social Learning Theory also applies, as children observe and learn social behaviors from one another, understanding their roles and the importance of teamwork within a group setting (Main, 2023).

References
BakerRambles (2017) - The Psychosocial Theories of Erik Erikson_ A Basic Understanding - HubPages.pdf

Main, P. (2023, January 29). Social Learning Theory - Bandura. Structural Learning. https://www.structural-learning.com/post/social-learning-theory-bandura

# data[].attributes.body
Resource #2 Name: Second Step (Social-Emotional Learning Program)

Developmental Domain: Social

Subject Area: Social-Emotional Skills, Empathy, Conflict Resolution

Target Age Group/Grade Level: Ages 4-11 (Pre-K to Grade 5)

Cost: Subscription-based (schools may fund)

Link: Second Step

Rationale: Second Step teaches social skills, empathy, and effective conflict resolution, which are critical for developing healthy social relationships. The program supports Vygotsky’s Social Development Theory, as it emphasizes social interaction as a core component of learning (Woolfolk, 2019). By working through guided activities and discussions, children build social competence with the help of teachers and peers. This program also reflects Erikson’s stage of Initiative vs. Guilt, as it encourages children to engage in social roles and friendships with confidence, building a foundation for positive social interactions (BakerRambles, 2017).

References
BakerRambles (2017) - The Psychosocial Theories of Erik Erikson_ A Basic Understanding - HubPages.pdf

Woolfolk, A. (2019). Educational psychology: Global edition (14th ed.). Pearson Education.

# data[].attributes.body
Resource #1 Name: Mood Meter (Classroom Tool)

Developmental Domain: Emotional

Subject Area: Emotional Awareness, Self-Regulation

Target Age Group/Grade Level: Ages 5-10 (Kindergarten to Grade 5)

Cost: Free (printable options) or purchase for $1-$5

Link: Mood Meter

Rationale: The Mood Meter allows children to identify and name their emotions, helping them build emotional awareness and self-regulation skills. This aligns with Goleman’s Emotional Intelligence Theory, which emphasizes the importance of recognizing and managing one’s emotions (Cherniss, 2000). Erikson’s Psychosocial Development Theory (Initiative vs. Guilt) also supports this resource by helping children feel confident in expressing their emotions, reducing guilt associated with emotional expression (BakerRambles, 2017). Bandura’s Social Learning Theory comes into play as children learn from observing each other’s emotional regulation strategies, creating a supportive environment (Main, 2023).

References
BakerRambles (2017) - The Psychosocial Theories of Erik Erikson_ A Basic Understanding - HubPages.pdf

Cherniss, C. (2000). Emotional intelligence: What it is and why it matters (p. 15). New Jersey: Rutgers University, Graduate School of Applied and Professional Psychology.

Main, P. (2023, January 29). Social Learning Theory - Bandura. Structural Learning. https://www.structural-learning.com/post/social-learning-theory-bandura

# data[].attributes.body
Resource #2 Name: The Color Monster (Storybook)

Developmental Domain: Emotional

Subject Area: Identifying Emotions, Self-Expression

Target Age Group/Grade Level: Ages 3-7 (Preschool to Grade 2)

Cost: Typically $7-$13

Link: Amazon

Rationale: The Color Monster storybook helps children identify emotions by associating each feeling with a color, making emotions easier to understand and discuss. This supports Piaget’s Theory of Cognitive Development, specifically in the Preoperational Stage, where children understand symbols and can use colors to label feelings (Woolfolk, 2019). Vygotsky’s Social Development Theory also applies here, as children read and discuss emotions with others, learning through guided conversation (Woolfolk, 2019). Additionally, Gardner’s Theory of Multiple Intelligences applies as it engages visual-spatial and interpersonal intelligence to help children express their emotions creatively (MSEd, 2023).

References
MSEd, K. C. (2023, March 11). Gardner's Theory of Multiple Intelligences. Verywell Mind. https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

Woolfolk, A. (2019). Educational psychology: Global edition (14th ed.). Pearson Education.

# data[].attributes.body
Resource #3 Name: Mind Yeti (Guided Meditation App)

Developmental Domain: Emotional

Subject Area: Mindfulness, Self-Regulation, Stress Management

Target Age Group/Grade Level: Ages 6-12 (Grades 1-6)

Cost: Free, with optional in-app purchases

Link: Mind Yeti

Rationale: Mind Yeti offers guided meditation sessions to help children practice mindfulness, manage stress, and improve emotional self-regulation. This aligns with Goleman’s Emotional Intelligence Theory, where self-regulation is a core component of emotional intelligence (Cherniss, 2000). Maslow’s Hierarchy of Needs is also relevant, as mindfulness helps children feel safe and relaxed, fulfilling basic psychological needs that support emotional growth (MSEd, 2024). Additionally, Bandura’s Social Learning Theory comes into play, as children practicing mindfulness together can encourage each other and model positive self-regulation behaviors (Main, 2023).

References
Cherniss, C. (2000). Emotional intelligence: What it is and why it matters (p. 15). New Jersey: Rutgers University, Graduate School of Applied and Professional Psychology.

MSEd, K. C. (2024, April 2). Maslow's Hierarchy of Needs. Verywell Mind. https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760

Main, P. (2023, January 29). Social Learning Theory - Bandura. Structural Learning. https://www.structural-learning.com/post/social-learning-theory-bandura

# data[].attributes.body
Resource #1 Name: The Good Egg (Storybook)

Developmental Domain: Moral

Subject Area: Honesty, Responsibility, Self-Reflection

Target Age Group/Grade Level: Ages 5-8 (Kindergarten to Grade 3)

Cost: Typically $7-$11

Link: Amazon

Rationale: The Good Egg tells the story of an egg learning about self-care and balancing responsibility. This book promotes moral development by showing how self-care is part of being a "good" person. Kohlberg’s Theory of Moral Development applies, as children start to understand concepts of right and wrong by observing the egg’s journey (Hart & Carlo, 2005). Erikson’s Psychosocial Development Theory (Industry vs. Inferiority) also relates, as children learn to take responsibility while avoiding self-criticism, understanding that moral choices are a balance of personal and social obligations BakerRambles (2017).

References
BakerRambles (2017) - The Psychosocial Theories of Erik Erikson_ A Basic Understanding - HubPages.pdf

Hart, D., & Carlo, G. (2005). Moral development in adolescence. Journal of research on adolescence, 15(3), 223-233.

# data[].attributes.body
Resource #2 Name: Character Education Worksheets (Printable Activity)

Developmental Domain: Moral

Subject Area: Fairness, Respect, Citizenship

Target Age Group/Grade Level: Ages 8-12 (Grades 3-6)

Cost: $3 to $8 (printable versions)

Link: Character Education Worksheets

Rationale: Character education worksheets include scenarios that help children think critically about fairness, respect, and kindness. This aligns with Kohlberg’s Theory of Moral Development, especially in helping children reason through moral dilemmas (Hart & Carlo, 2005). Children explore Bandura’s Social Learning Theory by learning from modeled behaviors in the worksheet stories and then discussing their own responses (Main, 2023). This resource also supports Piaget’s Theory of Cognitive Development, as older children in the Concrete Operational Stage can consider different perspectives and understand fairness more abstractly (Frank, 2017).

References
Frank, N. (2017). Moral Development in Children: The Piagetian, Biological, and Psychodynamic Models. Humanities.

Hart, D., & Carlo, G. (2005). Moral development in adolescence. Journal of research on adolescence, 15(3), 223-233.

Main, P. (2023, January 29). Social Learning Theory - Bandura. Structural Learning. https://www.structural-learning.com/post/social-learning-theory-bandura

# data[].attributes.body
Resource #3 Name: Service Learning Projects (Community-Based Activity)

Developmental Domain: Moral

Subject Area: Empathy, Responsibility, Social Justice

Target Age Group/Grade Level: Ages 10-14 (Grades 5-8)

Cost: Free (may require minimal materials)

Link: Service Learning Project Guide

Rationale: Service learning projects engage students in real-world applications of empathy and social responsibility, such as volunteering at a food bank or organizing a recycling campaign. This supports Kohlberg’s Theory of Moral Development, particularly the stages of conventional morality, as students act based on community norms and expectations (Hart & Carlo, 2005). Vygotsky’s Social Development Theory is also relevant because children learn from peers and mentors in community settings, reinforcing moral values (Woolfolk, 2020). These projects also tie into Erikson’s Psychosocial Development Theory (Identity vs. Role Confusion), as students begin to shape their identities based on their contributions and roles in society (Woolfolk, 2020; Frank, 2017).

References
Frank, N. (2017). Moral Development in Children: The Piagetian, Biological, and Psychodynamic Models. Humanities.

Hart, D., & Carlo, G. (2005). Moral development in adolescence. Journal of research on adolescence, 15(3), 223-233.

Woolfolk, A. (2020). Educational psychology: Global edition (14th ed.). Pearson Education.

# data[].attributes.body
Resource #3 Name: Collaborative Art Project (Activity)

Developmental Domain: Social

Subject Area: Teamwork, Communication, Creative Expression

Target Age Group/Grade Level: Ages 6-12 (Grades 1-6)

Cost: Low-cost supplies (e.g., markers, paper, paint)

Link: Collaborative Art Project

Rationale: Collaborative art projects encourage children to work together to create a shared piece of art, promoting communication, compromise, and shared problem-solving. This activity aligns with Piaget’s Theory of Cognitive Development, as it helps children move from egocentrism to understanding other perspectives in the Concrete Operational Stage (Woolfolk, 2019). Gardner’s Theory of Multiple Intelligences also applies, as children express social understanding through visual and interpersonal intelligence, gaining a sense of community and belonging by contributing to a group creation (MSEd, 2023). Additionally, Erikson’s Psychosocial Development Theory (Industry vs. Inferiority) highlights how children develop pride in contributing to a collaborative project (BakerRambles, 2017).

References
BakerRambles (2017) - The Psychosocial Theories of Erik Erikson_ A Basic Understanding - HubPages.pdf

MSEd, K. C. (2023, March 11). Gardner's Theory of Multiple Intelligences. Verywell Mind. https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

Woolfolk, A. (2019). Educational psychology: Global edition (14th ed.). Pearson Education.