• Ellenbogen, J.M., Payne, J.D. & Stickgold, R. (2006). The role of sleep in declarative memory consolidation: passive, permissive, active or none? Curr Opin Neurobiol,16(6), 716–22. 
• Uusitalo, L., Vuorinen, K., Majaniemi, I. & Kokko, E. (2017). Huomaa hyvä! Vahvuusvariksen bongausopas. Jyväskylä: PS-kustannus. 
• Veijalainen, J. (2020). Lasten itsesäätely lasten kuvaamien hallintakeinojen ja tunneilmaisun näkökulmasta. Kasvatus & Aika, 14(4), 46–51.  
• Veijalainen, J., Reunamo, J., & Alijoki, A. (2017). Children’s self-regulation skills in the Finnish day care environment. Journal of Early Childhood Education Research, 6(1), 89–107. 

More information:

• Kurth, S., Olini, N., Huber, R., & LeBourgeois, M. (2015). Sleep and early cortical development. Current sleep medicine reports, 1(1), 64-73. 
• Kurth, S., Achermann, P., Rusterholz, T., & LeBourgeois, M. K. (2013). Development of brain EEG connectivity across early childhood: does sleep play a role? Brain sciences, 3(4), 1445-1460. 
• Suhonen, E., Sajaniemi, N. K., Alijoki, A., & Nislin, M. A. (2018). Children’s biological givens, stress responses, language and cognitive abilities and family background after entering kindergarten in toddlerhood. Early Child Development and Care, 188(3), 345–358. 
• Veijalainen, J., Reunamo, J., Sajaniemi, N., & Suhonen, E. (2019). Children’s self-regulation and coping strategies in a frustrated context in early education. South African Journal of Childhood Education, 9(1), 1-8. 
• Whitebread, D. (2015). Self-regulation in young children: Its characteristics and the role of communication and language in its early development. In Whitebread, D., Mercer, N., Howe, C., & Tolmie, A. (Eds.), Self-regulation and dialogue in primary classrooms. British journal of educational psychology monograph series II: Psychological aspects of education – current trends,10 (pp. 25–44). Leicester: BPS.