Bloque I: Teorías sobre el desarrollo emocional en la infancia
Cornelius, R.R. (1996). The science of emotion. Upper Saddle River, NJ : Prentice-Hall.
Lewis, M. (2000). Emotional self-organization at three time scales. En M. Lewis e I. Granic (eds.),Emotion, development, and self-organization. Dynamic systems approaches to emotional development. Cambridge: Cambridge University Press.
Soussignan, R. y Shaal, B. (2005). Emotional process in human newborns: A functionalist perspective. En J. Nadel y D. Muir (Eds.), Emotional development. Oxford: Oxford University Press.
Bloque II: Desarrollo emocional en la infancia
Denham, S.A. (1997). Emotional development in young children. Nueva York: The Guilford Press.
Harris, P.L. (1989). Los niños y las emociones. Madrid: Alianza, 1992.
Bloque III: Emoción y cultura
Ortony, A. y Turner, T. J. (1990). What's basic about basic emotions? Psychological Review, 97, 315-331.
Russell, J. (1991) Culture and categorization of emotions. Psychological Bulletin, 110(3), 426-450.
Ekman, P. (1992). Are there basic emotions? Psychological Review, 99(3), 550-553.
Wierzbicka, A. (1999). Emotional universal. Language Design, 23-69.
Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6(1), 111-135.
Williams, S. T., Ontai, L. L. y Mastergeorge, A. M. (2007). Reformulating infant and toddlers social competences with peers. Infant Behavior and Development, 30, 353-365.
Topping, K., Holmes, E.A. y Bremmer, W. (2000). The effectiveness of school-based programs for the promotion of social competence. En R. Bar-On y J. Parker (Eds.), The handbook of emotional intelligence. San Francisco: Jossey Bass.
Chen, X. y French, D.C. (2008). Children’s social competence in cultural context. Annual Review of Psychology, 59, 591-616.
