Allanson, A. & Teensma, N. (2018). Writing to reading the Steiner Waldorf way: Foundations of creative literacy in classes 1 and 2. Stroud: Hawthorn Press.
American Psychiatric Association. (2009). Diagnostic and statistical manual of mental disorders: DSM-IV-TR (4th edn, text revision, 13. print). Arlington, VA: American Psychiatric Association.
Anderson, C. A., Shibuya, A., Ihori, N., & others (2010). Violent video game effects on aggression, empathy, and prosocial behavior in Eastern and Western countries: A meta-analytic review. Psychological Bulletin, 136 (2), 151–173.
Anguera, J. A., Boccanfuso, J., Rintoul, J. L., & others (2013). Video game training enhances cognitive control in older adults. Nature, 501 (7465), 97–101.
Aristotle. (2003). Nikomachische Ethik (Bibliogr. erg. Ausg). Universal-Bibliothek: Nr. 8586. Stuttgart: Reclam.
Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59 (1), 617–645.
Barsalou, L. W. (2010). Grounded cognition: Past, present, and future. Topics in Cognitive Science, 2 (4), 716–724.
Bener, A., Al-Mahdi, H. S., Vachhani, P. J., Al-Nufal, M., & Ali, A. I. (2010). Do excessive internet use, television viewing and poor lifestyle habits affect low vision in school children? Journal of Child Health Care, 14 (4), 375–385.
Berardi, N., Pizzorusso, T., & Maffei, L. (2000). Critical periods during sensory development. Current Opinion in Neurobiology, 10 (1), 138–145. Berk, L. E. (2004). Child development (6th edn [Nachdr.]). Boston, Mass.: Allyn and Bacon.
Bischof, N. (2014). Psychologie: Ein Grundkurs für Anspruchsvolle [The foundations of psycholgy for the critical] (3. Aufl.). Stuttgart: Kohlhammer.
Blanche, E. I., Bodison, S., Chang, M. C., & Reinoso, G. (2012). Development of the comprehensive observations of proprioception (COP): Validity, reliability, and factor analysis. American Journal of Occupational Therapy, 66 (6), 691–698.
Bradley, R. M., & Mistretta, C. M. (1975). Fetal sensory receptors. Physiological Reviews, 55, 352–382.
Brandwein, A. B., Foxe, J. J., Russo, N. N., Altschuler, T. S., Gomes, H., & Molholm, S. (2011). The development of audiovisual multisensory integration across childhood and early adolescence: A high-density electrical mapping study. Cerebral Cortex 21 (5), 1042–1055; available at goo.gl/PYDahD (accessed 8 October 2018).
Bund der freien Waldorfschulen, (2018). Author. www.waldorfschule.de/ (accessed 26 July 2018).
Cadoret, G., Bigras, N., Lemay, L., Lehrer, J., & Lemire, J. (2017). Relationship between screen-time and motor proficiency in children: A longitudinal study. Early Child Development and Care, 18, 1–9.
Cahn, S. M. (Ed.). (2009). Philosophy of education: The essential texts. New York: Routledge.
Carr, D. (2012). On the educational value of moral virtues: Some lessons from ancient philosophy. In S. P. Suggate & E. Reese (Eds.), Contemporary debates in child development and education (pp. 307– 315). London: Routledge.
Carr, L., Iacoboni, M., Dubeau, M.-C., Mazziotta, J. C., & Lenzi, G. L. (2003). Neural mechanisms of empathy in humans: A relay from neural systems for imitation to limbic areas. Proceedings of the National Academy of Sciences of the United States of America, 100 (9), 5497– 5502.
Chang, A.-M., Aeschbach, D., Duffy, J. F., & Czeisler, C. A. (2015). Evening use of light-emitting eReaders negatively affects sleep, circadian timing, and next-morning alertness. Proceedings of the National Academy of Sciences of the United States of America, 112 (4), 1232–1237.
Compani, M.-L. (Ed.). (2011). Waldorfkindergarten heute: Eine Einführung (1. Aufl). Stuttgart: Verl. Freies Geistesleben.
Dabelea, D., Mayer-Davis, E. J., Saydah, S., & others (2014). Prevalence of type 1 and type 2 diabetes among children and adolescents from 2001 to 2009. Journal of the American Medical Association, 311 (17), 1778–1786.
Dahlin, B. (2009). On the path towards thinking: Learning from Martin Heidegger and Rudolf Steiner. Studies in Philosophy and Education, 28 (6), 537–554.
Dahlin, B. (2012). The purpose of education – a ‘post-liberal’ perspective. In S. P. Suggate & E. Reese (Eds.), Contemporary debates in child development and education (pp. 3–12). London: Routledge.
Decety, J. & Meyer, M. (2008). From emotion resonance to empathic understanding: A social developmental neuroscience account. Development and Psychopathology, 20 (4), 1053–1080.
Descartes, R. (Ed.). (2012). Discours de la méthode pour bien conduiresaraison et chercher la véritédanslessciences: Französisch/ deutsch – Bericht über die Methode, die Vernunft richtig zu führen und die Wahrheit in den Wissenschaften zu erforschen ([Nachdr.]). Reclams Universal-Bibliothek: Nr. 18100. Stuttgart: Reclam.
Diesendruck, G. (2009). Mechanisms of word learning. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp. 257– 276). Chichester: Wiley-Blackwell.
Douillard, J. (2017). Eat wheat: A scientific and clinically proven approach to safely bringing wheat and dairy back into your diet. New York: Morgan James Publishing.
Drummond, M. J. (2011). The work of the teacher: Key themes and absences. In R. Parker-Rees (Ed.), Meeting the child in Steiner kindergartens: An exploration of beliefs, values, and practices (pp. 94–102). London: Routledge.
Drummond, M. J. & Jenkinson, S. (n.d.). Meeting the child: Approaches to observation and assessment in Steiner kindergartens. Plymouth: University of Plymouth.
Dunn, W., Griffith, J. W., Sabata, D., & others (2015). Measuring change in somatosensation across the lifespan. American Journal of Occupational Therapy, 69 (3), 6903290020p1–9.
Durkin, D. (1974–1975). A six year study of children who learned to read in school at the age of four. Reading Research Quarterly, 10, 9–61.
Dworak, M., Schierl, T., Bruns, T., & Strüder, H. K. (2007). Impact of singular excessive computer game and television exposure on sleep patterns and memory performance of school-aged children. Pediatrics, 120 (5), 978–985.
Ebbeling, C. B., Pawlak, D. B., & Ludwig, D. S. (2002). Childhood obesity: Public-health crisis, common sense cure. The Lancet, 360 (9331), 473–482.
Edwards, C. P. (2007). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research and Practice, 4 (1); available at goo.gl/W1LLBs (accessed 8 October 2018).
Elley, W. B. (1992). How in the world do students read? IEA study of reading literacy. The Hague, Netherlands: International Association for the Evaluation of Educational Achievement.
Ely, R., & McCabe, A. (1994). The language play of kindergarten children. First Language, 14, 19–35.
Ernst, M. O. (2008). Multisensory integration: A late bloomer. Current Biology, 18 (12), R519–521.
Filippetti, M. L., Johnson, M. H., Lloyd-Fox, S., Dragovic, D., & Farroni, T. (2013). Body perception in newborns. Current Biology, 23, 2413– 2416.
Fischer, U., Suggate, S. P., Schmirl, J., & Stoeger, H. (2018). Counting on fine motor skills: Links between preschool finger dexterity and numerical skills. Developmental Science, 21(4), /e12623.
Fitzpatrick, C., Pagani, L. S., & Barnett, T. A. (2012). Early childhood television viewing predicts explosive leg strength and waist circumference by middle childhood. International Journal of Behavioral Nutrition and Physical Activity, 9, 87.
Fließbach, A., Mäder, P., Pfiffner, L., Dubois D., & Gunst, L. (2000). Organic farming enhances soil fertility and biodiversity: Results from a 21 year old field trial. FiBL Dossier 1. Research Institute of Organic Agriculture (FiBL); available at goo.gl/pxC4NX (accessed 8 October 2018).
Forster, L. W. (1990). The Penguin book of German verse. Harmondsworth: Penguin.
Frankl, V. E. (2008). Man’s search for meaning. London: Rider (orig. 1973).
Fulkerson, M. (2014). Rethinking the senses and their interactions: The case for sensory pluralism. Frontiers in Psychology, 5, 1426.
Fuster, J. M. (2002). Frontal lobe and cognitive development. Journal of Neurocytology, 31, 373–385.
Gallagher, M. & Ferrè, E. R. (2018). The aesthetics of verticality: A gravitational contribution to aesthetic preference. Quarterly Journal of Experimental Psychology, 22 January; available at goo.gl/ixVnAN (accessed 8 October 2018).
Gallagher, S. (2006). How the body shapes the mind (1st pb edn). Oxford: Clarendon Press.
Gallagher, S. and Cole, J. (1995). Body schema and body image in a deafferented subject. Journal of Mind and Behavior, 16, 369–390; reprinted in D. Welton (Ed.), Body and flesh: A philosophical reader (pp. 131–147), Oxford: Blackwell, 2010.
Gallese, V. (2013). Mirror neurons and the perception–action link. In K. N. Ochsner & S. Kosslyn (Eds.), The Oxford handbook of cognitive neuroscience, Volume 1 (pp. 244–256). Oxford: Oxford University Press.
Gallistel, C. R. & Balsam, P. D. (2014). Time to rethink the neural mechanisms of learning and memory. Neurobiology of Learning and Memory, 108, 136–144.
Goddard Blythe, S. (2011). Physical foundations for learning. In R. House (Ed.), Too much, too soon? Early learning and the erosion of childhood (pp. 131–146). Stroud: Hawthorn Press.
Goddard Blythe, S. (2018). Movement: Your child’s first language. Stroud: Hawthorn Press.
Goethe, J. W. (1810/1840). Goethe’s theory of colours. London: John Murray.
Goldstein, W. (2000). Experimental proof for the effects of biodynamic preparations. Biodynamics, 231, 6–13.
Golinkoff, R. M., Hirsh-Pasek, K., & Singer, D. G. (2006). Why play = learning: A challenge for parents and educators. In D. G. Singer, R. M. Golinkoff & K. Hirsh-Pasek (Eds.), Play = learning: How play motivates and enhances children’s cognitive and social-emotional growth (pp. 3–12). Oxford: Oxford University Press.
Gooley, J. J., Chamberlain, K., Smith, K. A., & others (2011). Exposure to room light before bedtime suppresses melatonin onset and shortens melatonin duration in humans. Journal of Clinical Endocrinology and Metabolism, 96 (3), E463–E472.
Gori, M., Del Viva, M., Sandini, G., & Burr, D. C. (2008). Young children do not integrate visual and haptic form information. Current Biology, 18 (9), 694–698.
Goulardins, J. B., Marques, J. C. B., Casella, E. B., Nascimento, R. O., & Oliveira, J. A. (2013). Motor profile of children with attention deficit hyperactivity disorder, combined type. Research in Developmental Disabilities, 34 (1), 40–45.
Grunelius, von, E. M. (1950/1991). Early childhood education and the Waldorf School Plan, Waldorf curriculum series. [Place of publication not identified]: Rudolf Steiner College Publications.
Grunelius, von, E. (1993). Rudolf Steiner asks for kindergartens. In J. Almon (Ed.), An overview of the Waldorf Kindergarten (vol. 1). Silver Spring, MD: Waldorf Kindergarten Association.
Hahn, H. (1930/1988). Vom Ernst des Spielens: Eine zeitgemässe Betrachtung über Spielzeug und Spiel [On the seriousness of play] (4th edn). Stuttgart: Mellinger.
Hall, S., Rumney, L., Holler, J., & Kidd, E. (2013). Associations among play, gesture and early spoken language acquisition. First Language, 33, 294–312.
Han, J., Waddington, G., Adams, R., Anson, J., & Liu, Y. (2016). Assessing proprioception: A critical review of methods. Journal of Sport and Health Science, 5 (1), 80–90.
Hancox, R. J., Milne, B. J., & Poulton, R. (2005). Association of television viewing during childhood with poor educational achievement. Archives of Pediatric Adolescent Medicine, 159, 614–618.
Hensel, H. (1998). Goethe, science, and sensory experience. In D. Seamon & A. Zajonc (Eds.), Goethe’s way of science: A phenomenology of nature (pp. 71–82). Albany: State University of New York Press.
Heyes, C. (2001). Causes and consequences of imitation. Trends in Cognitive Sciences, 5, 253–261.
Hildreth, L. (2006). The Waldorf Kindergarten snack book (1st edn). Massachusetts: Bell Pond Books.
House, R. (2000). Stress, surveillance and modernity: The ‘modernising’ assault on our education system. Education Now: News and Review, 30 (Winter), Feature Supplement, 4 pp.
House. R. (2006). Beyond materialistic education: Steiner (Waldorf) education for the evolution of human consciousness. In V. Nolan & G. Darby (Eds.), Reinventing education: A thought experiment… (pp. 123–34), Stoke Mandeville, Aylesbury: Synectics Education Initiative; edited version in New View, 40 (July–Sept.), 2006, 62–66.
House, R. (2007). Schooling, the state and children’s psychological well-being: A psychosocial critique. Journal of Psychosocial Research, 2 (July–Dec), 49–62.
House, R. (Ed.). (2011). Too much, too soon? Early learning and the erosion of childhood. Stroud: Hawthorn Press.
House, R. (2013). A refutation of the allegation of racism against Rudolf Steiner. New View magazine, Summer; available online at goo.gl/ ZVYo18 (accessed 4 October 2018).
House, R. & Loewenthal, D. (Eds.) (2008). Against and for CBT: Towards a constructive dialogue. Ross-on-Wye: PCCS Books.
Humbert de Superville, D. P. G. (1827). Essai sur les signes inconditionnels dans l’art; available at goo.gl/MXCLYQ (accessed 8 October 2018).
Huth, A. G., Heer, W. A. de, Griffiths, T. L., Theunissen, F. E., & Gallant, J. L. (2016). Natural speech reveals the semantic maps that tile human cerebral cortex. Nature, 532 (7600), 453–458.
Jacobs, D. R. & Steffen, L. M. (2003). Nutrients, foods, and dietary patterns as exposures in research: A framework for food synergy. American Journal of Clinical Nutrition, 78, 508S–513S.
Jenkinson, S. (2011). Reading the book of the child: The Steiner teacher’s inner work and its relation to child observation. In R. Parker-Rees (Ed.), Meeting the child in Steiner kindergartens: An exploration of beliefs, values, and practices (pp. 103–116). London: Routledge.
Jensen, J. J. & Langsted, O. (2004). Dänemark: Pädagogische Qualität ohne nationales Curriculum. In W. E. Fthenakis & P. Oberhuemer (Eds.), Frühpädagogik international: Bildungsqualität im Blickpunkt (pp. 191–207). Wiesbaden, p.l.: VS Verlag für Sozialwissenschaften.
Kagerer, F. A. & Clark, J. E. (2015). Development of kinesthetic-motor and auditory-motor representations in school-aged children. Experimental Brain Research, 233 (7), 2181–2194.
Kassner, M. (2011). Ernährung im Kindergarten heute. In M.-L. Compani (Ed.), Waldorfkindergarten heute: Eine Einführung [Waldorfkindergartens today] (1st edn) (pp. 215–232). Stuttgart: Verlag Freies Geistesleben.
Kern, M. L. & Friedman, H. S. (2009). Early educational milestones as predictors of lifelong academic achievement, midlife adjustment, and longevity. Journal of Applied Developmental Psychology, 30 (4), 419–430.
Kley-Auerswald, M. (2017). Das Montessori-Kinderhaus (1st edn). Freiburg: Herder Verlag. Retrieved 6 October 2018 from https://ebookcentral.proquest.com/lib/gbv/detail.action?docID=4933114
Kley-Auerswald, M. & Schmutzler, H.-J. (2015). Montessori (1. Aufl.). Frühe Kindheit pädagogische Ansätze für die Kita. Berlin: Cornelsen.
Knobeloch, L., Salna, B., Hogan, A., Postle, J., & Anderson, H. (2000). Blue babies and nitrate-contaminated well water. Environmental Health Perspectives, 108, 675–678.
Konicarova, J. & Bob, P. (2012). Retained primitive reflexes and ADHD in children. Activitas Nervosa Superior, 54 (3–4), 135–138.
Kosslyn, S. M., Margolis, J. A., Barrett, A. M., Goldknopf, E. J., & Daly, P. F. (1990). Age differences in imagery abilities. Child Development, 61 (4), 995.
Krcmar, M., Grela, B., & Lin, K. (2007). Can toddlers learn vocabulary from television? An experimental approach. Media Psychology, 10, 41–63.
Kutzli, R. (2007). Creative form drawing. Stroud: Hawthorn Press.
Labaree, D. (2014). Let’s measure what no one teaches: PISA, NCLB, and the shrinking aims of education. Teacher’s College Record, 116, 1–14.
Lakoff, G. & Johnson, M. (2010). Philosophy in the flesh: The embodied mind and its challenge to Western thought. New York: Basic Books.
Lang, P. (2011). Erziehung im Vorschulalter: Salutogenese und Kompetenzbildung. In M.-L. Compani (Ed.), Waldorfkindergarten heute: Eine Einführung (1st edn) (pp. 34–64). Stuttgart: Verl. Freies Geistesleben.
Leber, S. (1997). Anthroposophie und Waldorfpädagogik in den Kulturen der Welt: Porträts aus elf Ländern und zwei grundlegende Beiträge [Anthroposophy and Waldorf education in the cultures of the world] (1st edn). Stuttgart: Verlag Freies Geistesleben.
Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. P. (2018). More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Journal of Educational Psychology, Manuscript submitted for publication.
Lepp, A., Barkley, J. E., & Karpinski, A. C. (2015). The relationship between cell phone use and academic performance in a sample of U.S. college students. SAGE Open, 5 (1), 215824401557316.
Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon, J. (2012). Early puzzle play: A predictor of preschoolers’ spatial transformation skill. Developmental Psychology, 48 (2), 530–542.
Lewis, C. S. (2010a). The abolition of man, or, Reflections on education with special reference to the teaching of English in the upper forms of schools. Las Vegas: Lits.
Lewis, C. S. (2010b). The voyage of the dawn treader. The chronicles of Narnia: Vol. 5. London: HarperCollins.
Lewkowicz, D. J. (2000). The development of intersensory temporal perception: An epigenetic systems/limitations view. Psychological Bulletin, 126 (2), 281–308.
Lievegoed, B. (1985). Man on the threshold: The challenge of inner development. Stroud: Hawthorn Press.
Lievegoed, B. C. J. (2005). Phases of childhood (rev. edn). Edinburgh: Floris Books.
Lillard, A. S. (2013). Playfull learning and Montessori education. American Journal of Play, 5, 157–186.
Lillard, A. & Else-Quest, N. (2006). Evaluating Montessori education. Science, 313, 1893–1894.
Lillard, A. S. & Peterson, J. (2011). The immediate impact of different types of television on young children’s executive function. Pediatrics, 128 (4), 644–649.
Lin, C.-H., Lien, Y.-H., Wang, S.-F., & Tsauo, J.-Y. (2006). Hip and knee proprioception in elite, amateur, and novice tennis players. American Journal of Physical Medicine and Rehabilitation, 85 (3), 216–221.
Lindenberg, C. (1997). Rudolf Steiner: Eine Biographie (1. Aufl). Stuttgart: Verl. Freies Geistesleben.
Lingenauber, S. (Ed.). (2011). Handlexikon der Reggio-Pädagogik (4., erw. Aufl.). Bochum: Projekt-Verl.
Liu, J., Wang, X.-Q., Zheng, J.-J., & others (2012). Effects of Tai Chi versus proprioception exercise program on neuromuscular function of the ankle in elderly people: A randomized controlled trial. Evidence-based Complementary and Alternative Medicine, Article ID 265486, 8pp.
Łuniewska, M., Chyl, K., Dębska, A., & others (2018). Neither action nor phonological video games make dyslexic children read better. Scientific Reports, 8 (1), 549.
McKeen, C. (2011). Die Metamorphose von Wachstumskräften in Denkkräfte. In M.-L. Compani (Ed.), Waldorfkindergarten heute: Eine Einführung (1st edn) (pp. 65–80). Stuttgart: Verl. Freies Geistesleben.
McNeil, M. C., Polloway, E. A., & Smith, J. D. (1984). Feral and isolated children: Historical review and analysis. Education and Training of the Mentally Retarded, February, 70–79.
McPhillips, M. & Sheehy, N. (2004). Prevalence of persistent primary reflexes and motor problems in children with reading difficulties. Dyslexia, 10 (4), 316–338.
Magnusson, K. A., Ruhm, C., & Waldfogel, J. (2007). Does kindergarten improve school preparation and performance? Economics of Education Review, 26, 33–51.
Marcon, R. A. (2002). Moving up the grades: Relationship between preschool model and later school success. Early Childhood Research & Practice, 4 (1); available at goo.gl/nzJvVv (accessed 8 October 2018).
Mast, F. W. (2014). Visceromotor sensation and control. In K. N. Ochsner & S. M. Kosslyn (Eds.), The Oxford handbook of cognitive neuroscience, Volume 2: The cutting edges (pp. 114–121). Oxford: Oxford University Press.
Michel, E., Roethlisberger, M., Neuenschwander, R., & Roebers, C. M. (2011). Development of cognitive skills in children with motor coordination impairments at 12 month follow-up. Child Neuropsychology, 17, 151–172.
Miklitz, I. (2016). Der Waldkindergarten: Dimensionen eines pädagogischen Ansatzes (6. Auflage). Frühe Kindheit Pädagogische Ansätze. Berlin: Cornelsen.
Molnar-Szakacs, I. (2011). From actions to empathy and morality – a neural perspective. Journal of Economic Behavior and Organization, 77 (1), 76–85.
Murray, G. K., Veijola, J., Moilanen, K., & others (2006). Infant motor development is associated with adult cognitive categorisation in a longitudinal birth cohort study. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 47 (1), 25–29.
Neuffer, H. (Ed.). (2008). Zum Unterricht des Klassenlehrers an der Waldorfschule: Ein Kompendium (3., erw. u. überarb. Aufl.). Menschenkunde und Erziehung: Vol. 71. Stuttgart: Verl. Freies Geistesleben.
Nicol, J. (2011). Doing is learning: The domestic arts and artistic activities. In R. Parker-Rees (Ed.), Meeting the child in Steiner kindergartens: An exploration of beliefs, values, and practices (pp. 68–80). London: Routledge.
Nicol, J. (2016). Bringing the Steiner Waldorf approach to your early years practice (3rd edn). Abingdon, Oxon: Routledge.
Nicol, J. & Taplin, J. (2012). Understanding the Steiner Waldorf approach: Early years education in practice. Abingdon, Oxon: Routledge.
Nikkelen, S. W. C., Valkenburg, P. M., Huizinga, M., & Bushman, B. J. (2014). Media use and ADHD-related behaviors in children and adolescents: A meta-analysis. Developmental Psychology, 50 (9), 2228–2241.
Ostermayer, E. (2013). Pikler (1. Aufl). Frühe Kindheit: Pädagogische Ansätze für die Kita. Berlin: Cornelsen.
Perry, B. D. (2002). Childhood experience and the expression of genetic potential: What childhood neglect tells us about nature and nurture. Brain and Mind, 3, 79–100.
Petitmengin, C. (2007). Towards the source of thoughts: The gestural and transmodal dimension of lived experience. Journal of Consciousness Studies, 14, 54–82.
Piaget, J. (2003). Nachahmung, Spiel und Traum: Die Entwicklung der Symbolfunktion beim Kinde (5. Aufl). Gesammelte Werke: Studienausgabe / Jean Piaget; Bd. 5. Stuttgart: Klett-Cotta.
Pieters, S., Desoete, A., Roeyers, H., Vanderswalmen, R., & van Waelvelde, H. (2012). Behind mathematical learning disabilities: What about visual perception and motor skills? Learning and Individual Differences, 22 (4), 498–504.
Pin, T., Eldridge, B., & Galea, M. P. (2007). A review of the effects of sleep position, play position, and equipment use on motor development. Developmental Medicine and Child Neurology, 49, 858–867.
Plato. (2012). Republic. Harmondsworth: Penguin.
Polka, L., Rvachew, S., & Mattock, K. (2009). Experiential influences on speech perception and speech production in infancy. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp. 153– 172). Chichester: Wiley-Blackwell.
Pramling, I. (2004). Demokratie: Leitprinzip des vorschulischen Bildungsplans in Schweden. In W. E. Fthenakis & P. Oberhuemer (Eds.), Frühpädagogik international: Bildungsqualität im Blickpunkt (pp. 161–173). Wiesbaden, s.l.: VS Verlag für Sozialwissenschaften.
Pulvermuller, F. (2005). Brain mechanisms linking language and action. Nature Reviews Neuroscience, July (6), 576–582.
Pulvermuller, F., Harle, M., & Hummel, F. (2001). Walking or talking? Behavioral and neurophysiological correlates of action verb processing. Brain and Language, 78 (2), 143–168.
Reganold, J. P. (1995). Soil quality and profitability of biodynamic and conventional farming systems: A review. American Journal of Alternative Agriculture, 10 (1), 36–45; available at goo.gl/RuwTG5 (accessed 8 October 2018).
Reganold, J. P., Palmer, A. S., Lockhart, J. C., & Macgregor, A. N. (1993). Soil quality and financial performance of biodynamic and conventional farms in New Zealand. Science, 260 (5106), 344–349.
Rentschler, I. (2004). Development of configural 3D object recognition. Behavioural Brain Research, 149 (1), 107–111.
Rose, M. (2007). Living literacy: The human foundations of speaking writing and reading. Stroud: Hawthorn Press.
Rose, R. (2013). Transforming criticisms of Anthroposophy and Waldorf education: Evolution, race and the quest for global ethics. Centre for Philosophy and Anthroposophy, privately published, 203pp, available online at goo.gl/STZtua.
Rose, S. E., Jolley, R. P., & Charman, A. (2012). An investigation of the expressive and representational drawing development in National Curriculum, Steiner, and Montessori schools. Psychology of Aesthetics, Creativity, and the Arts, 6 (1), 83–95.
Rosebury, S., Hirsh-Pasek, K., Parish-Morris, J., & Golinkoff, R. M. (2009). Live action: Can young children learn verbs from video? Child Development, 80 (5), 1360–1375.
Rosenberg, A. (2012). Philosophy of science: A contemporary introduction (3rd edn). London: Routledge.
Ruben, R. J. (1997). A time frame of critical/sensitive periods of language development. Acta Otolaryngologica, 117, 202–205.
Sacks, O. (2015). The man who mistook his wife for a hat. London: Picador.
Sadoski, M. & Paivio, A. (2013). Imagery and text: A dual coding theory of reading and writing (2nd edn). New York: Routledge.
Saman, Y., Bamiou, D. E., Gleeson, M., & Dutia, M. B. (2012). Interactions between stress and vestibular compensation – a review. Frontiers in Neurology, 3, 116.
Sanz-Cervera, P., Pastor-Cerezuela, G., González-Sala, F., Tárraga-Mínguez, R., & Fernández-Andrés, M.-I. (2017). Sensory processing in children with autism spectrum disorder and/or attention deficit hyperactivity disorder in the home and classroom contexts. Frontiers in Psychology, 8, 1772.
Sardello, R. & Sanders, C. (1999). Care of the senses: A neglected dimension of education. In J. Kane (Ed.), Education, information, and imagination: Essays on learning and thinking (pp. 223–247). Columbus, OH: Prentice-Hall/Merril.
Schepers, R. J. & Ringkamp, M. (2009). Thermoreceptors and thermosensitive afferents. Neuroscience and Biobehavioral Reviews, 33 (3), 205–212.
Schiller, F. (1795/2009). Über die ästhetische Erziehung des Menschen [Letters on the aesthetic education of man]. Stuttgart. Verlag Freies Geistesleben.
Schmidt, M. E., Pempek, T. A., Kirkorian, H. L., Lund, A. F., & Anderson, D. R. (2008). The effects of background television on the toy play behavior of very young children. Child Development, 79 (4), 1137–1151.
Schreier, U. & Association Soin de la Terre. (2015). Biodynamics a promising road to tomorrow’s sustainable agriculture. Association Soin de la Terre; available from goo.gl/5xock9 (accessed 5 October 2018).
Schweinhart, L. J., & Weikart, D. P. (1997). The High/Scope preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12, 117–143.
Seamon, D. & Zajonc, A. (Eds.). (1998). Goethe’s way of science: A phenomenology of nature. Albany: State University of New York Press.
Sekuler, R. & Blake, R. (2002). Perception (4th edn). Boston: McGraw-Hill.
Selg, P. (2017). The child as a sense organ: An anthroposophic understanding of imitation processes. Great Barrington, Mass.: SteinerBooks.
Shapiro, L. (2011). Embodied cognition. Abingdon, Oxon: Routledge.
Sheets-Johnstone, M. (2010). Body and movement: Basic dynamic principles. In S. Gallagher (Ed.), Handbook of phenomenology and cognitive science (pp. 217–234). Dordrecht: Springer.
Shum, S. B. M. & Pang, M. Y. C. (2009). Children with attention deficit hyperactivity disorder have impaired balance function: Involvement of somatosensory, visual, and vestibular systems. Journal of Pediatrics, 155 (2), 245–249.
Skeldon, A. C., Phillips, A. J. K., & Dijk, D.-J. (2017). The effects of self-selected light-dark cycles and social constraints on human sleep and circadian timing: A modeling approach. Scientific Reports, 7, 45158.
Slater, A., Brown, E., & Badenoch, M. (1997). Intermodal perception at birth: Newborn infants’ memory for arbitrary auditory–visual pairings. Early Development and Parenting, 6 (3–4), 99–104.
Smits, S. A., Leach, J., Sonnenburg, E. D., & others (2017). Seasonal cycling in the gut microbiome of the Hadza hunter-gatherers of Tanzania. Science, 357, 802–806.
Soesman, A. (2000). Our twelve senses: How healthy senses refresh the soul: An introduction to anthroposophy and spiritual psychology based on Rudolf Steiner’s studies of the senses. Stroud: Hawthorn Press.
Soil Association. (2001). Organic farming, food quality and human health. A review of the evidence. Bristol: Soil Association; available from goo. gl/rKGAEu (accessed 5 October 2018).
Steiner, R. (1914/1994). Theosophy: An introduction to the spiritual processes in human life and in the cosmos. Hudson, NY: Anthroposophic Press.
Steiner, R. (1917/1996). Riddles of the soul. Spring Valley: Mercury Press.
Steiner, R. (1918/1986). Die Philosophie der Freiheit [The Philosophy of Freedom]. Dornach, Switzerland: Rudolf Steiner Verlag.
Steiner, R. (1919/1993). Allgemeine Menschenkunde als Grundlage der Pädagogik (Study of Man) ([51.–60. Tsd.]). Rudolf Steiner Taschenbücher aus dem Gesamtwerk: Vol. 617. Dornach: R. Steiner Verlag.
Steiner, R. (1919/2000). Practical advice to teachers. Great Barrington, Mass.: Anthroposophic Press.
Steiner, R. (1921–1922/2003). Soul economy: Body, soul, and spirit in Waldorf education. Great Barrington, Mass.: Anthroposophic Press
Steiner, R. (1924). Mein Lebensgang [The course of my life]. Dornach. Steiner, R. (1925/1989). Anthroposophische Leitsätze [Anthroposophical leading thoughts] (9th edn). Dornach: Rudolf Steiner Verlag.
Steiner, R. (1923/1996). The child’s changing consciousness: As the basis of pedagogical practice. Hudson, NY: Anthroposophic Press.
Steiner, R. (1909/1996a). The spiritual hierarchies and the physical world: Reality and illusion. Hudson, NY: Anthroposophic Press.
Steiner, R. (1919/1996b). The foundations of human experience. Hudson, NY: Anthroposophic Press.
Steiner, R. (1925/1997). An outline of esoteric science. Classics in anthroposophy. Hudson, NY: Anthroposophic Press.
Steiner, R. (1998). Guidance in esoteric training: From the Esoteric School (3rd edn). London: Rudolf Steiner Press.
Steiner, R. (1999). A psychology of body, soul, and spirit: Anthroposophy, psychosophy, and pneumatosophy: twelve lectures, Berlin, October 23–27, 1909, November 1–4, 1910, December 12–16, 1911. Hudson, NY: Anthroposophic Press.
Steiner, R. (1924/2004). Human values in education: 10 lectures in Arnheim, Holland; July 17–24, 1924 (rev. edn). Great Barrington, Mass.: Anthroposophic Press.
Steiner, R. (1919/2008). How to know higher worlds. Radford, VA: Wilder Publications.
Steiner, R. (Ed.). (2009). Anthroposophie: Ein Fragment (5. Aufl.). Gesamtausgabe Schriften Veröffentlichungen aus dem Nachlass: III. Dornach: Rudolf-Steiner-Verl.
Stenius, F., Swartz, J., Lindblad, F., & others (2010). Low salivary cortisol levels in infants of families with an anthroposophic lifestyle. Psychoneuroendocrinology, 35 (10), 1431–1437.
Suggate, S. P. (2009). School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA). International Journal of Educational Research, 48, 151–161.
Suggate, S. P. (2010). Why ‘what’ we teach depends on ‘when’: Grade and reading intervention modality moderate effect size. Developmental Psychology, 46, 1556–1579.
Suggate, S. P. (2011). Viewing the long-term effects of early reading with an open eye. In R. House (Ed.), Too much, too soon? Early learning and the erosion of childhood (pp. 236–246). Stroud: Hawthorn Press.
Suggate, S. P. (2012). Watering the garden before a rainstorm: The case of early reading. In S. P. Suggate & E. Reese (Eds.), Contemporary debates in child development and education (pp. 181–190). London: Routledge.
Suggate, S. P. (2015). The Parable of the Sower and the long-term effects of early reading. European Early Childhood Education Research Journal, 23, 524–544.
Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49, 77–96.
Suggate, S. & Stoeger, H. (2017). Fine motor skills enhance lexical processing of embodied vocabulary: A test of the nimble-hands, nimble-minds hypothesis. Quarterly Journal of Experimental Psychology, 70, 2169–2187.
Suggate, S. P., Pufke, E., & Stoeger, H. (2016). The effect of fine and grapho-motor skill demands on preschoolers’ decoding skill. Journal of Experimental Child Psychology, 141, 34–48.
Suggate, S. P., Schaughency, E. A., & Reese, E. (2013). Children who learn to read later catch up to children who learn to read early. Early Childhood Research Quarterly, 23, 33–48.
Suggate, S. P., Stoeger, H., & Fischer, U. (2017). Fine motor skills predict finger-based numerical skills in preschoolers. Perceptual and Motor Skills, 124, 1085-1106.
Suggate, S. P., Lenhard, W., Neudecker, E., & Schneider, W. (2013). Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading. First Language, 33, 551–571.
Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82–95.
Tager-Flusberg, H. (2009). Atypical language development: Autism and other neurodevelopmental disorders. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp. 432–453). Chichester: Wiley-Blackwell.
Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2001). Coping with ADD: The surprising connection to green play settings. Environment and Behavior, 33, 54–77.
Taylor, M. (Ed.). (2013). Oxford handbook of the development of imagination. Oxford: Oxford University Press.
Thelen, E. (2000). Grounded in the world: Developmental origins of the embodied mind. Infancy, 1, 3–28.
Trachtenberg, J. T. (2015). Competition, inhibition, and critical periods of cortical plasticity. Current Opinion in Neurobiology, 35, 44–48.
Trettenbrein, P. C. (2016). The demise of the synapse as the locus of memory: A looming paradigm shift? Frontiers in Systems Neuroscience, 10, 88.
Trionfi, G. & Reese, E. (2009). A good story: Children with imaginary companions create richer narratives. Child Development, 80, 1301–1313.
Trousselard, M., Barraud, P., Nougier, V., Raphel, C., & Cian, C. (2004). Contribution of tactile and interoceptive cues to the perception of the direction of gravity. Cognitive Brain Research, 20 (3), 355–362.
Vaahtoranta, E., Suggate, S., Jachmann, C., Lenhart, J., & Lenhard, W. (2017). Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling. First Language, 38 (2), 198–217.
Valkenburg, P. M. & van der Voort, T. H. A. (1994). Influence of TV on daydreaming and creative imagination: A review of research. Psychological Bulletin, 116 (2), 316–339.
Valkenburg, P. M. & van der Voort, T. H. A. (1995). The influence of television on children’s daydreaming styles: A 1-year panel study. Communication Research, 22 (3), 267–287.
Vandewalle, G., Gais, S., Schabus, M., & others (2007). Wavelength-dependent modulation of brain responses to a working memory task by daytime light exposure. Cerebral Cortex, 17 (12), 2788–2795.
Vinter, A. & Chartrel, E. (2008). Visual and proprioceptive recognition of cursive letters in young children. Acta Psychologica, 129 (1), 147–156.
von Kügelgen, H. (1993). The history of the Waldorf kindergartens and the International Waldorf Kindergarten Association. In J. Almon (Ed.), An overview of the Waldorf Kindergarten (vol. 1). Silver Spring, MD: Waldorf Kindergarten Association.
Vriens, J., Nilius, B., & Voets, T. (2014). Peripheral thermosensation in mammals. Nature Reviews, Neuroscience, 15 (9), 573–589.
Wade, N. (2005). Your body is younger than you think. New York Times, 2 August.
Waite, S. & Rees, S. (2011). Imagination in Steiner kindergartens: Practices and potential purposes. In R. Parker-Rees (Ed.), Meeting the child in Steiner kindergartens: An exploration of beliefs, values, and practices (pp. 51–67). London: Routledge.
Wallace, C. E. & Russ, S. W. (2015). Pretend play, divergent thinking, and math achievement in girls: A longitudinal study. Psychology of Aesthetics, Creativity, and the Arts, 9 (3), 296–305.
Walter, H. (2012). Social cognitive neuroscience of empathy: Concepts, circuits, and genes. Emotion Review, 4 (1), 9–17.
Wamain, Y., Tallet, J., Zanone, P.-G., & Longcamp, M. (2012). Brain responses to handwritten and printed letters differentially depend on the activation state of the primary motor cortex. NeuroImage, 63 (3), 1766–1773.
Weis, R. & Cerankosky, B. C. (2010). Effects of video-game ownership on young boys’ academic and behavioral functioning: A randomized, controlled study. Psychological Science, 21 (4), 463–470.
Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play. Current Directions in Psychological Science, 25 (3), 177–182.
Weisberg, D. S., Ilgaz, H., Hirsh-Pasek, K., & others (2015). Shovels and swords: How realistic and fantastical themes affect children’s word learning. Cognitive Development, 35, 1–14.
Westendorp, M., Hartman, E., Houwen, S., Smith, J., & Visscher, C. (2011). The relationship between gross motor skills and academic achievement in children with learning disabilities. Research in Developmental Disabilities, 32 (6), 2773–2779.
Wolff, O. (1988). Soziale Hygiene: Ursachen, Wesen und Bewältigung e. Zivilisationskrankheit. Bad Liebenzell-Unterlengenhardt: Verein für Anthroposophisches Heilwesen.
Wolff, O. (2007). Die naturgemässe Hausapotheke: Praktischer Ratgeber für Gesundheit und Krankheit. Praxis Anthroposophie: Vol. 79. Stuttgart: Verl. Freies Geistesleben.
Wolff, O. (2012). Was essen wir eigentlich? Praktische Gesichtspunkte zur Ernährung (3rd revised edn. ). Stuttgart: Verl. Freies Geistesleben.
Yang, F., Helgason, A. R., Sigfusdottir, I. D., & Kristjansson, A. L. (2013). Electronic screen use and mental well-being of 10–12 year-old children. European Journal of Public Health, 23 (3), 492–498.
Youngstedt, S. D., Goff, E. E., Reynolds, A. M., & others (2016). Has adult sleep duration declined over the last 50+ years? Sleep Medicine Reviews, 28, 69–85.
Yuan, K., Qin, W., Wang, G., & others (2011). Microstructure abnormalities in adolescents with internet addiction disorder. PloS One, 6 (6), e20708.
Zack, E., Barr, R., Gerhardstein, P., Dickerson, K., & Meltzoff, A. N. (2009). Infant imitation from television using novel touch screen technology. British Journal of Developmental Psychology, 27 (1), 13–26.
Zimmerman, F. J. & Christakis, D. A. (2005). Children’s television viewing and cognitive outcomes: A longitudinal analysis of national data. Archives of Pediatric Adolescent Medicine, 159 (619–625).
Zimmerman, F. J., Christakis, D. A., & Meltzoff, A. N. (2007). Associations between media viewing and language development in children under age 2 years. Journal of Pediatrics, 151 (4), 364–368.
Zoia, S., Blason, L., D'Ottavio, G., & others(2007). Evidence of early development of action planning in the human foetus: A kinematic study. Experimental Brain Research, 176 (2), 217–226.
Zwaan, R. A. & Taylor, L. J. (2006). Seeing, acting, understanding: Motor resonance in language comprehension. Journal of Experimental Psychology: General, 135 (1), 1–11.