HappyDance Books

Sources

Every developmental statement on this site traces to this list. It is generated directly from our internal research review, so the page cannot drift from the document our books are checked against.

Inclusion here is not endorsement of a claim — several of these papers are the reason we rejected a claim.

56 references.

  1. Abbing, A., et al (2018). The effectiveness of art therapy for anxiety in adults: A systematic review. PLOS ONE, 13(12), e0208716. Link
  2. Adi-Japha, E., Levin, I., & Solomon, S (1998). Emergence of representation in drawing: The relation between kinematic and referential aspects. Cognitive Development, 13(1), 25–51.
  3. Akay, M., Koç, F., & Oğuzhan, H (2025). Mandala coloring and children's fear, anxiety and postoperative pain after circumcision: RCT. Journal of Pediatric Nursing, 84, 243–250. Link
  4. Bedford, R., et al (2016). Toddlers' fine motor milestone achievement is associated with early touchscreen scrolling. Frontiers in Psychology, 7, 1108. Link
  5. Cameron, C. E., et al (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83(4), 1229–1244. Link
  6. Carsley, D., & Heath, N. L (2018). Effectiveness of mindfulness-based colouring for test anxiety in adolescents. School Psychology International, 39(3), 251–272. Link
  7. Carsley, D., & Heath, N. L (2019). Effectiveness of mindfulness-based coloring for university students' test anxiety. Journal of American College Health, 68(5), 518–527. Link
  8. Carsley, D., & Heath, N. L (2019). Mindfulness-based coloring for test anxiety in children. The Journal of Educational Research, 112(2), 143–151. Link
  9. Carsley, D., Heath, N. L., & Fajnerova, S (2015). Effectiveness of a classroom mindfulness coloring activity for test anxiety in children. Journal of Applied School Psychology, 31(3), 239–255. Link
  10. Curry, N. A., & Kasser, T (2005). Can coloring mandalas reduce anxiety? Art Therapy, 22(2), 81–85. Link
  11. Dinehart, L., & Manfra, L (2013). Associations between low-income children's fine motor skills in preschool and academic performance in second grade. Early Education and Development, 24(2), 138–161. Link
  12. Drake, J. E (2021). How drawing to distract improves mood in children. Frontiers in Psychology, 12, 622927. Link
  13. Drake, J. E., & Winner, E (2013). How children use drawing to regulate their emotions. Cognition & Emotion, 27(3), 512–520.
  14. Eaton, J., & Tieber, C (2017). The effects of coloring on anxiety, mood, and perseverance. Art Therapy, 34(1), 42–46. Link
  15. Fine and gross motor skills and academic performance in children: Systematic review and meta-analysis (2024). Frontiers in Sports and Active Living, 6, 1386967. Link
  16. Flett, J. A. M., et al (2017). Sharpen your pencils: Preliminary evidence that adult coloring reduces depressive symptoms and anxiety. Creativity Research Journal, 29(4), 409–416. Link
  17. Gavron, T., & Mayseless, O (2018). Creating art together as a transformative process in parent-child relations. Frontiers in Psychology, 9, 2154. Link
  18. Grissmer, D., et al (2010). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46(5), 1008–1017.
  19. Holt, N. J., Furbert, L., & Sweetingham, E (2019). Cognitive and affective benefits of coloring: Two randomized controlled crossover studies. Art Therapy, 36(4), 200–208. Link
  20. Huang, C.-Y., et al (2023). Using artificial intelligence to identify the associations of children's performance in origami, copying, and coloring with visual-motor integration. American Journal of Occupational Therapy, 77(5). Link
  21. Huang, C.-Y., et al (2024). Quantifying coloring skills among preschool children. American Journal of Occupational Therapy, 78(3). Link
  22. Huang, C.-Y., et al (2025). AI-assisted screening of visual-motor integration from coloring products in preschoolers. Annals of Medicine, 57(1), 2578725. Link
  23. Huang, X., et al (2025). The effects of visual art therapy on improving anxiety symptoms in adults: Systematic review and meta-analysis. Journal of Psychiatric and Mental Health Nursing. Link
  24. Huntsinger, C. S., et al (2011). Cultural differences in Chinese American and European American children's drawing skills over time. Early Childhood Research Quarterly, 26(1), 134–145.
  25. Jakobsson Støre, S., & Jakobsson Ståhl, N (2022). The effect of mandala coloring on state anxiety: Systematic review and meta-analysis. Art Therapy, 39(4), 173–181. Link
  26. James, K. H., & Engelhardt, L (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1(1), 32–42. Link
  27. Johnston, L., et al (2025). Pre-writing intervention for young children: Pilot RCT. Australian Occupational Therapy Journal. Link
  28. Kaimal, G., et al (2017). Art therapist-facilitated open studio versus coloring: Differences in outcomes. Canadian Art Therapy Association Journal, 30(2). Link
  29. Kaimal, G., Ray, K., & Muniz, J (2016). Reduction of cortisol levels and participants' responses following art making. Art Therapy, 33(2), 74–80. Link
  30. Kiefer, M., et al (2015). Handwriting or typewriting? The influence of pen- or keyboard-based writing training on reading and writing in preschool children. Advances in Cognitive Psychology, 11(4), 136–146. Link
  31. Koo, M., Chen, H.-P., & Yeh, Y.-C (2020). Coloring activities for anxiety reduction and mood improvement in Taiwanese community-dwelling older adults: RCT. Evidence-Based Complementary and Alternative Medicine, 2020, 6964737. Link
  32. Lillard, A. S., et al (2013). The impact of pretend play on children's development: A review of the evidence. Psychological Bulletin, 139(1), 1–34.
  33. Longcamp, M., Zerbato-Poudou, M.-T., & Velay, J.-L (2005). The influence of writing practice on letter recognition in preschool children. Acta Psychologica, 119(1), 67–79. Link
  34. Longobardi, C., Quaglia, R., & Iotti, N. O (2015). Reconsidering the scribbling stage of drawing. Frontiers in Psychology, 6, 1227. Link
  35. Lowenfeld, V (1947). Creative and Mental Growth. Macmillan. [Expert opinion; cited for historical context only.] Link
  36. Madigan, S., et al (2019). Association between screen time and children's performance on a developmental screening test. JAMA Pediatrics, 173(3), 244–250.
  37. Mantzios, M., & Giannou, K (2018). When did coloring books become mindful? Frontiers in Psychology, 9, 56. Link
  38. Marr, D., Cermak, S., Cohn, E. S., & Henderson, A (2003). Fine motor activities in Head Start and kindergarten classrooms. American Journal of Occupational Therapy, 57(5), 550–557. Link
  39. Moghimian Shahrbabaki, R., et al (2025). Lego play vs. mandala coloring for preoperative anxiety in children: Randomized trial. Journal of Research Development in Nursing and Midwifery. Link
  40. Morra, S., & Panesi, S (2017). From scribbling to drawing: The role of working memory. Cognitive Development, 43, 142–158. Link
  41. Panesi, S., & Morra, S (2021). Executive function, language, and the toddler's discovery of representational drawing. Frontiers in Psychology, 12, 659569. Link
  42. Rajendran, N., Mitra, T. P., Shahrestani, S., & Coggins, A (2020). Randomized controlled trial of adult therapeutic coloring for the management of significant anxiety in the emergency department. Academic Emergency Medicine, 27(2), 92–99. Link
  43. Randall, A., & Draper, D. C (1981). Coloring-book-type experiences and children's divergent pictorial production. Journal of Applied Developmental Psychology, 2(1), 65–72. Link
  44. Ricciardi, C., et al (2021). Fine motor skills at age 4 predict achievement through 5th grade. Early Childhood Research Quarterly.
  45. Rose, S. E., & Lomas, M (2020). The potential of a mindfulness-based coloring intervention for test anxiety in adolescents [Stage 1 registered report — protocol only, no results]. Mind, Brain, and Education. Link
  46. Sandmire, D. A., et al (2012). The influence of art making on anxiety: A pilot study. Art Therapy, 29(2), 68–73. Link
  47. Sandmire, D. A., et al (2016). Psychological and autonomic effects of art making in college-aged students. Anxiety, Stress, & Coping, 29(5), 561–569. Link
  48. Schneck, C. M., & Henderson, A (1990). Descriptive analysis of the developmental progression of grip position for pencil and crayon control. American Journal of Occupational Therapy, 44(10), 893–900. Link
  49. Schwellnus, H., et al (2012). Effect of pencil grasp on the speed and legibility of handwriting in children. American Journal of Occupational Therapy, 66(6), 718–726. Link
  50. Stinley, N. E., Norris, D. O., & Hinds, P. S (2015). Creating mandalas for the management of acute pain symptoms in pediatric patients. Art Therapy, 32(2), 46–53.
  51. Su, X., Zhang, Y., & Yang, F (2025). Mandala coloring and academic stress in adolescents: School-based intervention. Behavioral Sciences, 15(4), 439. Link
  52. Suleman, S. K., Atrushi, A., & Enskär, K (2022). Effectiveness of art-based distraction (TICK-B) on children's pain and anxiety during IV cannulation: RCT. Belitung Nursing Journal, 8(3), 213–221.
  53. Takahashi, I., et al (2023). Screen time at age 1 year and communication and problem-solving developmental delay at 2 and 4 years. JAMA Pediatrics, 177(10), 1039–1046.
  54. Turturro, N., & Drake, J. E (2022). Does coloring reduce anxiety? Comparing the psychological and psychophysiological benefits of coloring versus drawing. Empirical Studies of the Arts, 40(1), 3–20. Link
  55. van der Vennet, R., & Serice, S (2012). Can coloring mandalas reduce anxiety? A replication study. Art Therapy, 29(2), 87–92. Link
  56. Zubler, J. M., et al (2022). Evidence-informed milestones for developmental surveillance tools. Pediatrics, 149(3), e2021052138. Link