References
- Alderson, P. (2005). Designing ethical research with children. In A. Farrell (Ed.), Ethical research with children. Maidenhead: Open University Press.
- Barber, B. R. (1992). An Aristocracy of Everyone. New York, NY: Ballantine Books.
- Barbour, R. (2008). Introducing qualitative research: A student guide to the craft of doing qualitative research. London: Sage.
- Bartunek, J. M., & Louis, M. R. (1996). Insider/outsider team research. London: Sage.
- Blatner, A. (1992). Using role playing in teaching empathy. Retrieved February 23, 2008, from http://www.blatner.com/adam/pdntbk/tcmpathy.htm
- Claxton, G. (2006). The wayward mind: An intimate history of the unconscious. London: Abacus.
- Coffey, A. (1999). The ethnographic self: Fieldwork and the representation of identity. London: Sage.
- Cohen, D., & MacKeith, S. A. (1991). The development of the imagination: The private worlds of childhood. London: Routledge.
- Department for Education. (2012). Statutory framework for early years foundation stage. Retrieved February 10, 2013, from https://www.education.gov.uk/publications/standard/AllPublications/Page1/DFE-00023-2012
- Drummond, M. J. & Jenkinson, S. (2009). Meeting the Child: Approaches to Observation and Assessment in Steiner kindergartens. Report from Faculty of Education, University of Plymouth and the Steiner Waldorf Early Years Research Group.
- Dunn, J. (1993). Young children’s close relationships: Beyond attachment. Newbury, CA: Sage Publications.
- Ecclestone, K. (2012). From emotional and psychological well-being to character education: Challenging policy discourses of behavioural science and ‘vulnerability’. Research Papers in Education, 27 (4), 463–480.
- Edmiston, B. (2010). Playing with children, answering with our lives: A Bakhtinian approach to coauthoring ethical identities in early childhood. British Journal of Educational Studies, 58, 197–211.
- Egan, K. (1988). The origins of the imagination and the curriculum. In K. Egan, & D. Nadaner (Eds.), Imagination and education (pp. 91–127). Milton Keynes: Open University Press.
- Egan, K., & Nadaner, D. (Eds.). (1988). Imagination and education. Milton Keynes: Open University Press.
- Fawcett, M. (1996). Learning through child observation. London: Jessica Kingsley.
- Fielding, N. (2008). Ethnography. In N. Gilbert (ed.), Research Social Life (3rd edition, pp. 154–171). London: SAGE.
- Gajdamaschko, N. (2005). Vygotsky on imagination: Why an understanding of the imagination is an important issue for schoolteachers. Teaching Education, 16, 13–22.
- Gallagher, K., & Fusco, C. (2006). IDology and the technologies of public (school) space: An ethnographic enquiry into the neoliberal tactics of social (re)production. Ethnography and Education, 1, 301–318 . Available online at: https://tspace.library.utoronto.ca/bitstream/1807/32361/1/I.D.pdf.
- Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY: Basic Books.
- Goleman, D. (1996). Emotional intelligence – why it can matter more than IQ. London: Bloomsbury.
- Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
- Hanson, K. (1988). Prospects for the good life: Education and perceptive imagination. In K. Egan, & D. Nadaner (Eds.), Imagination and education (pp. 128–140). Milton Keynes: Open University Press.
- Harris, P. L. (2000). The work of the imagination. Oxford: Blackwell.
- Harwood, V. (2009). The place of imagination in inclusive pedagogy: Thinking with Maxine Greene and Hannah Arendt. International Journal of Inclusive Education, 14, 357–369.
- Hobson, P. (2002). The cradle of thought: Exploring the origins of thinking. London: Pan.
- Iacoboni, M. (2008). Mirroring people: The science of empathy and how we connect with others. New York, NY: Picador.
- Juurväri, S., Myyry, L., & Pesso, K. (2010). Does care reasoning make a difference? Relations between care, justice and dispositional empathy. Journal of Moral Education, 39, 469–489.
- Keysers, C. (2011). The empathic brain: How the discovery of mirror neurons changes our understanding of human nature. ( e-book for Kindle). Social Brain Press.
- Kilner, J. M., Neal, A., Weiskopf, N., Friston, K. J., & Frith, C. D. (2009). Evidence of mirror neurons in human inferior Frontal Gyrus. The Journal of Neuroscience, 29, 10153–10159.
- Lave, J., & Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.
- Lexmond, J. & Grist, M. (2011). The Character Inquiry.Retrived May 4, 2012,from http://www.demos.co.uk/files/Character_Inquiry_-_web.pdf?1304696626
- Morson, G. S., & Emerson, C. (1990). Mikhail Bakhtin: Creation of a prosaics. Stanford, CA: Stanford University Press.
- Nielsen, T. W. (2011). Imagination as evolution – an educational and human development perspective. Research on Steiner Education, 2(1), 24–33. Available online at: http://www.rosejourn.com/index.php/rose/article/viewFile/60/88
- Noddings, N. (2002). Starting at home. Caring and Social policy. Berkeley: University of California Press.
- Nussbaum, M. (1990). Love’s knowledge: Essays on philosophy and literature. New York, NY: Oxford University Press.
- Parker-Rees, R. (Ed.). (2011). Meeting the child in Steiner Kindergartens: An exploration of beliefs, values and practices. London: Routledge.
- Papadopoulou, M. (2012). The ecology of role play: Intentionality and cultural evolution. British Educational Research Journal, 38, 575–592.
- Siraj-Blatchford, I., & Sylva, K. (2004). Researching pedagogy in English pre-schools. British Educational Research Journal, 30, 713–730.
- Steiner, R. (1975). Understanding Young Children – Excerpts from Lectures by Rudolf Steiner Compiled for the Use of Kindergarten Teachers. Stuttgart: International Association of Waldorf Kindergartens.
- Steiner, R. (1996). The Foundations of Human Experience. Great Barrington, MA: Anthroposophic Press.
- Steiner, R. (2005). Theosophy. Forest Row: Rudolf Steiner Press.
- Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Cambridge: Harvard University Press.
- Vygotsky, L. S. (1987). Thinking and Speech (N. Minick, Trans.). (Orig. 1934) In R. W. Rieber & A. S. Carton (Eds.), The Collected Works of L. S. Vygotsky. Volume 1: Problems of General Psychology (pp. 37–285). New York: Plenum Press.
- Vygotsky, L. S. (2003). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42, 7–97.
- Waite, S. (2013). Knowing your place in the world: How place and culture support and obstruct educational aims. Cambridge Journal of Education. iFirst. DOI:10.1080/0305764X.2013.792787
- Waite, S. (2011). Teaching and learning outside the classroom: Personal values, alternative pedagogies and standards. Education 3–13: International Journal of Primary, Elementary and Early Years Education, 39, 65–82.
- Waite, S. & Rees, S. (2011). Imagination in Steiner Kindergartens: Practices and potential purposes. In R. Parker-Rees, R. (ed.), Meeting the Child in Steiner Kindergartens: An exploration of beliefs, values and practices (pp. 53–67). London: Routledge.
- Waite, S., Rogers, S. & Evans, J. (2013). Freedom, flow and fairness: Exploring how children develop socially at school through outdoor play. Journal of Adventure Education and Outdoor Play. iFirst. DOI:10.1080/14729679.2013.798590
- Waite, S., Evans, J. Rogers, S., Simmons, B & Spalding, N. (2011). Play-based outdoor learning: A route to greater social cohesion? AERA (American Educational Research Association) Conference 2011, “Understanding complex ecologies in a changing world”, New Orleans, April 8–12.
- Wenger, L. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
- Zak, P. J. (2011). The physiology of moral sentiments. Journal of Economic Behavior & Organization, 77, 53–65.