Chapter 1: See the Turtle

Chapter Introduction

This chapter is for a trusted grown-up to read aloud with a child. Read it slowly — the Turtle is slow. Point at the pictures. Let the child talk back. Take your time.

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Lesson 1: See the Turtle

For the Grown-Up

By the end of this read-aloud, the child will:

• See the Turtle (identify and name the Turtle)
• Know the Turtle is slow
• Know the Turtle teaches about the brain
• Know where the brain is (inside the head)
• Know that the brain helps them think and feel
• Know that the brain is always working

Three Words

• Brain — the part of you, inside your head, that thinks and feels.
• Think — what your brain does when you wonder, remember, or figure something out.
• Feel — what your brain does when something is happy, sad, or big inside you.

See the Turtle

Do you see the turtle?

Yes!

That is the Turtle.

The Turtle is small.

The Turtle has a hard shell.

The Turtle has soft kind eyes.

The Turtle is slow.

The Turtle is very, very slow.

Hi, Turtle.

Hi, you.

The Turtle Is Slow

The Turtle walks slowly.

The Turtle thinks slowly.

The Turtle eats slowly.

Slow is the Turtle's way.

Slow is okay.

The Bear walks slowly too. Slow friends know each other.

The Turtle Teaches About Your Brain

The Turtle teaches about your brain.

Your brain is inside your head.

Point to your head.

That is where your brain lives.

Your brain is soft and small.

Your brain is strong.

Your brain works all day.

Your brain works all night, even when you sleep.

Your Brain Helps You Think

Your brain helps you think.

Thinking is what you do when you wonder.

Thinking is what you do when you remember.

Thinking is what you do when you figure something out.

When you ask "why?" — that is your brain thinking.

When you build a tower of blocks — that is your brain thinking.

When you make up a story — that is your brain thinking.

You are thinking right now.

Your Brain Helps You Feel

Your brain helps you feel.

Feeling is what happens inside you when something is happy.

Feeling is what happens inside you when something is sad.

Feeling is what happens inside you when something is scary.

Feeling is what happens inside you when something is exciting.

Big feelings are okay. Small feelings are okay. All feelings are okay.

When you feel something — tell a trusted grown-up. They want to know. They will help.

Your Brain Likes Good Things

The Turtle has watched many brains.

Brains like:

• Good food — the Bear taught about food.
• Good water — the Elephant teaches about water.
• Good sleep — the Cat teaches about sleep.
• Good moving — the Lion teaches about moving.
• Good air — the Dolphin teaches about breath.
• Good light — the Rooster teaches about light.
• Good warm and good cool — the Camel and the Penguin teach about heat and cold.

And most of all:

Your brain likes the people who love you.

A hug.

A kind word.

Someone listening when you talk.

Someone holding your hand.

These are food for your brain too.

Every Brain Is Different

The Turtle has watched many, many brains.

Some brains think fast.

Some brains think slow.

Some brains remember lots of words.

Some brains remember lots of pictures.

Some brains love music.

Some brains love numbers.

Some brains love to move.

Some brains love to sit quietly.

Every brain is different. Every brain is good.

The Turtle loves all the brains.

Tell a Grown-Up

When your brain has a big feeling, tell a trusted grown-up.

When your brain is scared, tell a trusted grown-up.

When your brain has a question, tell a trusted grown-up.

Grown-ups want to know.

Grown-ups help.

You can also point to your head and say "my brain feels big today" — your grown-up will understand.

Goodbye, Turtle

The Turtle is happy you came.

The Turtle is slow.

The Turtle will be here next time too.

When you are bigger — in Kindergarten — the Turtle will see you again.

We will learn more about your brain then.

Wave to the Turtle.

Bye, Turtle.

Bye, you.

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End-of-Chapter Activity: Point to Where Your Brain Is

The Turtle has a small activity for you and your trusted grown-up.

Together, point to where your brain is.

1. Point to your head. That is where your brain is.
2. Touch your hair softly. Your brain is just under there.
3. Take a slow breath in. Then slowly out. Your brain likes that.
4. Say "my brain is in my head" — together.
5. Hug your trusted grown-up. Your brain liked that.

You can do this activity any time. Your brain is always there. The Turtle is always there.

The Turtle is proud of you.

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A Few Words to Remember

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Talk With Your Grown-Up

1. Where is your brain?
2. Can you point to your head?
3. What is one thing your brain likes?
4. Who are the grown-ups who love you?

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Instructor's Guide

Important: this Instructor's Guide carries load-bearing parent-education work. At Pre-K register (ages 4-5), parents are the chapter's primary readers AND the chapter's complete safety-handling agents. The kid-facing body holds only what is age-appropriate for a 4-5 year old to encounter directly. EVERYTHING ELSE lives here.

Pacing recommendations

This Pre-K Brain chapter is the SECOND chapter of the Pre-K cycle and the second chapter in the Turtle's K-12 spiral (now Pre-K → K → G1 → G2 → G3 → G4 → G5). One lesson. Spans 3-5 read-aloud sessions of ~5-10 minutes each. Read it slowly — slowness is the Turtle's signature. Pause for picture interaction. Let the child point at their own head.

Pre-K kids do best with:

• 5-10 minute reading sessions (longer than this and attention wanes)
• Repetition — the same section read multiple times across days
• Active participation — let them point, name, and act out
• Embodied gestures — point to head; touch hair; pretend to be slow like a turtle
• Picture interaction — pause on illustrations; let the child describe what they see

Approach to reading

The Turtle's voice in this chapter is slow and gentle. Slow your reading pace. Make eye contact during transitions. Let pauses sit. The slowness is the teaching.

Pre-K Theme: "See"

At Pre-K, the developmental task is identification: "I see the Turtle." This is the cognitive precursor to "I have met the Turtle" (K) and "I have noticed my brain" (G1) and "I am trying calming tools" (G2).

The K-12 inquiry-progression at Brain (Turtle):

• Pre-K: SEE the Turtle (identify the Coach; locate the brain in your body)
• K: MEET the Turtle (all feelings are okay; slow breath introduced)
• G1: NOTICE your brain (thinking / feeling / remembering; busy vs quiet brain)
• G2: TRY your brain (calming toolkit; friend-helping; self-kindness)
• G3+: DISCOVER / EXPLORE / CONNECT / WHY / HOW / TOOLS / FOUNDATIONS / PRACTICE / SYSTEMS / LIFELONG

Pre-Chapter Conversation for Parents

Before reading the chapter together:

• Introduce the Turtle. "Today we are going to meet a new friend. The friend is a slow turtle. The Turtle is gentle and patient. Want to see the Turtle?"
• The slow theme. "Turtles are slow on purpose. We can be slow with the Turtle. Slow is wise."
• Set expectations. Pre-K kids may not sit through the whole chapter the first time. That is fine. Pick up where you left off.

Pediatric Early Childhood Brain Development (Parent Reference — LOAD-BEARING)

This chapter's tier-spanning anchor is the foundational research on early childhood brain development from Shonkoff and the Harvard Center on the Developing Child [1, 2, 3].

Key concepts for parents:

Brain architecture. Children's brains are actively building structure during the early years (especially birth to age 5). The brain builds itself by responding to the daily experiences a child has — sights, sounds, words, touch, relationships, food, sleep, play. The architecture laid down in Pre-K years scaffolds everything that comes after [1].

Serve and return. The most powerful interaction for brain development is "serve and return" — when a child does something (a babble, a smile, a question, a gesture) and a responsive adult returns the gesture (a smile back, a word back, an attentive look). This back-and-forth literally builds brain connections [3]. The chapter's "tell a grown-up" + "grown-up listens" pattern is the Library's serve-and-return framing.

Toxic stress vs tolerable stress. Children handle most ordinary stress well when they have responsive caregivers. Stress becomes "toxic" only when severe, prolonged, and without buffering caregivers. The Library's emphasis on trusted grown-ups, kind responsive listening, and "tell a grown-up" routing is part of the toxic-stress-prevention scaffold [4].

Pre-K brain milestones (typically observed):

• Vocabulary explosion (4-5-year-olds typically know 2,000+ words)
• Ability to follow 2-3 step instructions
• Pretend play and storytelling
• Beginning emotional self-regulation (improves slowly through ages 4-7)
• Beginning understanding of cause-and-effect
• Beginning of theory of mind (understanding others have different thoughts)
• Magical thinking still present (Pre-K kids may believe in invisible friends, magic, etc. — developmentally normal)

If you have specific concerns about your child's development, the AAP recommends developmental screening at well-child visits and as concerns arise.

Early Childhood Mental Health Vigilance at Pre-K (Parent Reference)

Pre-K kids ARE pre-vulnerable to most adult mental-health conditions, but the substrate for later mental health is being laid in these years. Protective work at Pre-K:

• Responsive caregiving — be available, be attentive, respond to bids for attention
• Routine and predictability — Pre-K brains love routine; routine builds security
• Co-regulation — when a child is upset, your calm helps their calm; you co-regulate together
• Naming feelings simply — "you look sad" / "you look mad" / "you look excited" — without forcing labels
• Repair after rupture — when you yell or are short with your child, repair afterwards ("I was loud. I'm sorry. I love you.")
• Play — unstructured play is brain-building at Pre-K
• Limit screen time — AAP recommends ~1 hour/day of high-quality programming for ages 2-5, with co-viewing [5]

Warning signs at Pre-K worth a pediatric conversation:

• Persistent withdrawal from people for weeks at a time
• Severe regression in skills (toilet training, language, etc.) that lasts weeks
• Persistent severe tantrums beyond the developmental norm
• Persistent fearfulness disrupting daily life
• Persistent sleep disturbances
• Persistent appetite changes
• Signs of self-injury or persistent self-criticism
• Loss of joy or curiosity for weeks
• Talking about wanting to disappear or hurt themselves
• Specific developmental concerns (speech, motor, social)

If any of these persist, please discuss with your pediatrician. Early support is protective. Many early-childhood interventions have very high return on investment when provided early.

Neurodiversity Inclusion at Pre-K (Parent Reference)

The chapter introduces "every brain is different. Every brain is good." at the simplest Pre-K register. The illustration briefs include kids with different abilities (hearing aids, fidgets, different forms of attention).

At Pre-K, many neurodevelopmental conditions are being identified for the first time. The AAP recommends developmental screening at the 9-, 18-, 24/30-month, and at every well-child visit through age 5. Conditions sometimes identified around Pre-K include:

• Autism Spectrum Disorder
• ADHD (often identified later, but signs may appear at Pre-K)
• Speech and language delays
• Sensory processing differences
• Anxiety (early signs)
• Hearing or vision impairments

If your child has been diagnosed with any neurodevelopmental condition, the Library's "every brain is different. Every brain is good." framing supports your child's identity. If you suspect concerns and have not had developmental screening, request one at your next pediatric visit.

Crisis Resources (parent-only at Pre-K — NOT introduced to kid)

At Pre-K, kids do not handle emergencies themselves. Parents are the complete safety-handling agents. No 911 framing in kid body. No crisis resources in kid body. Parents should know:

• 911 for medical emergencies, severe injury, breathing emergency
• 988 Suicide & Crisis Lifeline — call or text 988 (operational and verified May 2026). For parental mental health support too.
• Crisis Text Line — text HOME to 741741
• SAMHSA National Helpline — 1-800-662-4357 for substance use and mental health support
• National Alliance for Eating Disorders — (866) 662-1235
• Childhelp National Child Abuse Hotline — 1-800-422-4453 (1-800-4-A-CHILD)
• Poison Control — 1-800-222-1222

The older NEDA helpline number 1-800-931-2237 is NO LONGER WORKING. NEDA discontinued the helpline in June 2023; the chatbot replacement was also taken down. If you encounter the old NEDA number in older parenting materials, use the National Alliance for Eating Disorders number above instead.

Four K-12 Protocol Firewalls (Parent Reference — Parent-Only at Pre-K)

The Library maintains four K-12 protocol-firewall declarations held at parent-only level through Pre-K, K, G1, and G2:

Pre-K Brain specifically: the breath-protocol firewall is most directly relevant here, since the Turtle's K-12 spiral teaches slow breath. At Pre-K, the chapter does NOT teach any counted-breath protocol — not in-3/out-4, not anything. Pre-K's breath teaching is implicit only through "the Turtle is slow" and the activity's gentle "take a slow breath in. Then slowly out." The chapter is intentionally pre-protocol.

Adult-marketed counted-breath protocols (Wim Hof Method, 4-7-8 breathing, box breathing, breath of fire, kapalabhati) are NOT appropriate for Pre-K kids. The Wim Hof Method's combination of hyperventilation and breath-holds is especially unsafe for young children. If your family practices these protocols as adults, please do not have your Pre-K child participate.

What This Chapter Does Not Teach (Full List for Parent Reference)

• Neuroanatomy (brain regions, lobes, neurons, neurotransmitters — K through G6+ for varying depth)
• Clinical mental-health diagnostic terms (anxiety, depression, ADHD, autism as named conditions — K introduces light-touch; G2 deepens; G4-G5+ for explicit naming)
• Specific feeling-names as concepts (frustrated, embarrassed, lonely, jealous — G1+ territory; Pre-K uses simple happy/sad/scared/excited)
• Specific calming protocols beyond gentle "slow breath" gesture (G2's in-3/out-4 is the next step up)
• Counted-breath protocols (Wim Hof Method etc. — parent-only)
• Self-kindness or inside-voice work (G2+ territory)
• Friend-helping bystander rules (G1+ territory)
• 911 framing in kid body (K-G2 territory; Pre-K is parent-only)
• Crisis resources in kid body (parent-only at Pre-K-G2)
• Trauma vocabulary
• Detailed pulmonology / cardiology / neurology
• Pandemic-era topics

Discussion Prompts (for parent-child conversation after reading)

1. Can you point to where your brain is?
2. What is one thing your brain likes?
3. Who is one grown-up who loves you?
4. Can you be slow like a turtle?
5. What is one feeling you had today?

Common Kid Questions

1. "Is the Turtle real?" — The Turtle is our friend in the book. Real turtles live in ponds, in oceans, and in some yards. Real turtles are slow, like the Turtle in the book. Our Turtle visits us to teach about our brain.

2. "Can I see my brain?" — Your brain is inside your head, so you cannot see it from the outside. But you can FEEL it working all the time. When you think, that is your brain. When you remember something, that is your brain. When you have a big feeling, that is your brain. You see your brain by what it does.

3. "Does my brain ever sleep?" — Your brain works even when you sleep, but in a different way. Sleep is when your brain does big building and tidying-up work. Your brain needs sleep. That is one reason the Cat (sleep) and the Turtle (brain) are friends.

4. "Why is the Turtle slow?" — Turtles have always been slow. Their bodies are built for slow. Slow is wise. Many fast things in the world make mistakes; slow things often see things others miss. The Turtle teaches that slow can be the right way.

5. "What if I am scared?" — Tell a trusted grown-up. They will help. Being scared is a feeling. All feelings are okay. Sometimes scared goes away fast. Sometimes scared sticks around. A grown-up can sit with you until it passes.

6. "What if a feeling is too big?" — Tell a grown-up RIGHT AWAY. Sometimes feelings get really big — bigger than a hug, bigger than a story, bigger than a snack. That's when a grown-up helps. You don't have to handle big feelings alone. The grown-ups in your life are there for big feelings.

7. "What if my brain works different from my friend's brain?" — That is normal. Every brain is different. Some brains like one thing; some brains like another. Some brains are fast; some brains are slow. The Turtle loves all the brains. You and your friend can be different AND be friends.

Family Activity Suggestions

• The point-to-your-brain activity. Do the chapter's end-activity. Build it into your daily routine briefly — at bath time, at bedtime, or in the morning.
• A "what does your brain like?" conversation. Each day for a week, ask your child one thing their brain liked. Notice patterns.
• A slow-walk together. Take a "turtle walk" together — walking VERY slowly outside for 5 minutes. Notice what you see. Pre-K kids love this and learn slow-as-a-tool.
• A serve-and-return practice. When your child shows you something, return their attention fully for 30 seconds. Be present. This is brain-building.
• A "tell a grown-up" gesture. Make telling-a-grown-up easy. Set up moments when telling is welcomed and rewarded with attention.
• A "brains like sleep" reinforcement. When bedtime comes, remind your child: "Your brain will do its building work tonight." Connects the Cat and the Turtle.

Founder Review Notes — Safety-Critical Content Protocol

This chapter is flagged founder_review_required: true because it covers safety-critical content categories:

• Age-appropriate health messaging. Picture-book pacing at its simplest. FK 0 read-aloud register. Pre-K calibration.
• Mental health vigilance (light-touch). No clinical diagnostic terms. Trusted-grown-up routing reinforced. Co-regulation framework introduced in parent layer.
• Body image vigilance. "Every brain is different. Every brain is good." preserved.
• Neurodiversity inclusion (light-touch). Phenomenological framing at Pre-K; explicit naming not appropriate at this age.
• Crisis resources (parent-only at Pre-K). All in Instructor's Guide. NEDA non-functional flag preserved. Childhelp added because Pre-K kids may be subjects of child-abuse reports.
• Parent education (load-bearing). This Guide handles early childhood brain development (Shonkoff foundational), serve-and-return, toxic stress vs tolerable stress, Pre-K mental health vigilance, neurodiversity at Pre-K, four K-12 protocol-firewall preservation, and Pre-K-cycle continuation parent communication.
• Pre-K register (all safety handled by parents). No 911, no crisis resources, no bystander teaching in kid body.

Cycle Position Notes

SECOND chapter of the Pre-K cycle. Second chapter in the Turtle's K-12 spiral expansion (Pre-K → K → G1 → G2 → G3 → G4 → G5 already shipped above). The Pre-K cycle continues with Sleep (Cat), Move (Lion), Cold (Penguin), Hot (Camel), Breath (Dolphin), Light (Rooster), and closes with Water (Elephant) — which will close the Pre-K cycle with the matriarch's blessing bridging up to K.

Parent Communication Template (send home or post in classroom)

Dear families,

This week our classroom is meeting the Turtle — the second Coach in the Pre-K Library. The chapter is called See the Turtle.

The Turtle is the Brain Coach — patient, slow, gentle. At Pre-K, the Turtle introduces the brain at the simplest possible level: your brain is inside your head; your brain helps you think and feel; your brain is always working; your brain likes good food, good sleep, good moving, good water, good light, good breath, and the people who love you.

The Turtle's signature is slow. The Turtle walks slowly, thinks slowly, and reminds us that slow can be wise.

The chapter's end-activity is "point to where your brain is" — a simple embodied moment your child can do with you. Try it together.

The chapter does NOT teach:

• Neuroanatomy (brain regions, neurons)
• Clinical mental-health diagnostic terms (anxiety, ADHD, autism — these are introduced at much older grade tiers)
• Counted-breath protocols (parents handle ALL adult-marketed protocols at Pre-K)
• 911 framing or crisis resources (parents handle ALL safety at this age)

The chapter DOES teach:

• "Every brain is different. Every brain is good."
• Your brain is inside your head (embodied awareness)
• Your brain helps you think and feel
• Your brain likes good food, water, sleep, moving, air, light, and the people who love you
• Tell a trusted grown-up about big feelings

This chapter's research anchor is foundational early-childhood-development work from the Harvard Center on the Developing Child — including the brain-architecture framework, serve-and-return interactions, and toxic-stress prevention. These are research-supported approaches to building a strong foundation in the early years. Full parent guidance is in the Instructor's Guide.

At home, you can:

• Read the chapter aloud together — multiple times if your child loves it
• Do the point-to-your-brain end-activity
• Take a "turtle walk" — walking very slowly together
• Practice serve-and-return — return your child's attention fully when they show you something
• Build a "tell-a-grown-up" gesture into your daily routine

Detailed pediatric early-childhood brain development guidance, mental-health vigilance, neurodiversity inclusion, four K-12 protocol-firewall preservation, and crisis resources are in the full Instructor's Guide.

Thank you for reading the Library with your child.

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Illustration Briefs

Chapter Introduction

• The Turtle by the pond. Warm gentle scene. Friendly green-and-brown turtle on a small log by a quiet pond. Soft kind eyes, a small calm smile. The turtle looking at the reader. A small child standing a few steps away on the grass, looking at the turtle with quiet wonder. Soft light and a few lily pads. Mood: peaceful, slow, "look who is here."

Lesson 1

• Close-up of the Turtle's face. Soft kind eyes, small calm smile. The Turtle looking right at the reader. Mood: slow, gentle, present.
• The Turtle is slow. Two friendly panels side by side. Left: Turtle walking slowly across grass, one careful step. Right: Turtle resting quietly on a stone, eyes a little dreamy as if thinking. Mood: patient, content with slow.
• Your brain is here. Simple kid-friendly illustration. A child gently points to their own head with one finger. A small soft shape (representing the brain) glows gently inside the outline of the head — kid-friendly, NOT anatomical. The Turtle is beside, watching warmly with a tiny smile, gesturing in the same way. Mood: simple body-awareness.
• Your brain helps you think. Multi-panel scene of kids doing thinking-things. One child building a block tower. Another with finger to chin in thinking pose. Another looking at a book with curiosity. Another holding a crayon, drawing carefully. The Turtle in the center watching all of them. Mood: curiosity, building, wondering.
• Your brain helps you feel. Circle of simple kid-faces showing different feelings — happy (smiling), sad (a tear), scared (eyes wide), excited (bouncing), calm (soft smile). Each face friendly, not exaggerated. The Turtle in the middle, watching with steady eyes. A small soft heart shape connects them. Mood: gentle, all-feelings-okay.
• Brains like good things. Warm cozy scene. Child sitting with trusted grown-up. Grown-up has arm around child. Both smiling. Around them, soft small icons floating — a piece of fruit (Bear), a glass of water (Elephant), a moon (Cat), a small bicycle (Lion), a breath cloud (Dolphin), a sunrise (Rooster), a snowflake and a sunshine side by side (Penguin and Camel). All nine Coach icons gentle and friendly. The Turtle on a low shelf or windowsill watching warmly. Mood: love-feeds-the-brain.
• Every brain is different. A diverse group of kids each doing something they love — one playing with shapes, one drawing, one listening to music with headphones, one moving (perhaps spinning or rocking gently), one looking through a magnifier at a leaf, one quietly reading, one with hearing aids playing with a friend. All look content and engaged. The Turtle in the center watching kindly. Mood: every-kid-belongs, neurodiversity at simplest framing.
• Tell a grown-up. Child gently sitting in the lap of or close to a kneeling parent or caretaker. The child looking up. The grown-up listening with full attention. The Turtle nearby on a small stool or beside, watching quietly. Mood: child-being-heard, gentle.

Closing

• Goodbye, Turtle. Child waving goodbye to the Turtle. The Turtle gently waving back with one small foot lifted, eyes warm. Soft warm light above. Mood: gentle goodbye, see-you-soon.

Activity

• Point to your brain. A close-up illustration of a child pointing to their own head, smiling. A trusted grown-up beside, gently doing the same gesture. The Turtle visible in a corner of the scene. Mood: embodied awareness, "your brain is here."

Aspect ratios: 16:9 digital, 4:3 print. Diverse skin tones, body sizes, hair textures, gender expressions, abilities (hearing aids, glasses, sensory tools, fidgets, AAC devices, walking aids), and family compositions throughout. Pre-K illustrations should be especially warm and kid-friendly — bright but soft colors; simple but inviting shapes; lots of eye contact between the Turtle and the reader. The Turtle's character design at Pre-K is consistent with K-G5 with a slightly softer, rounder rendering appropriate to the youngest tier.

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Citations

1. Shonkoff JP, Phillips DA (Eds.). (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press. https://doi.org/10.17226/9824 (Foundational early childhood brain development reference — preserved as the tier-spanning ancestral anchor for Pre-K Brain forward.)
2. Shonkoff JP. (2010). Building a New Biodevelopmental Framework to Guide the Future of Early Childhood Policy. Child Development, 81(1), 357-367. https://doi.org/10.1111/j.1467-8624.2009.01399.x (Brain-architecture framework — applied at Pre-K register through "your brain is always working" framing.)
3. National Scientific Council on the Developing Child. (2007, updated 2020). The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do. Center on the Developing Child, Harvard University. https://developingchild.harvard.edu/ (Foundational serve-and-return framework — applied at Pre-K register through "tell-a-grown-up + grown-up listens" pattern.)
4. Shonkoff JP, Garner AS, AAP Committee on Psychosocial Aspects of Child and Family Health. (2012). The Lifelong Effects of Early Childhood Adversity and Toxic Stress. Pediatrics, 129(1), e232-e246. https://doi.org/10.1542/peds.2011-2663 (Toxic-stress prevention framework — parent reference for "trusted grown-ups buffer stress" framing.)
5. American Academy of Pediatrics, Council on Communications and Media. (2016). Media and Young Minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591 (AAP screen-time guidance for ages 2-5 — parent reference.)
6. American Academy of Pediatrics Bright Futures Periodicity Schedule. (2024). Recommendations for Preventive Pediatric Health Care, including developmental and behavioral health screening. https://downloads.aap.org/AAP/PDF/periodicity_schedule.pdf (AAP Bright Futures developmental screening reference for Pre-K ages 4-5.)