REPOZYTORIUM UNIWERSYTETU
W BIAŁYMSTOKU
UwB

  1. Repozytorium Uniwersytetu w Białymstoku
  2. Czasopisma naukowe / Journals
  3. Creativity. Theories – Research – Applications
  4. Creativity. Theories – Research – Applications, 2021, Vol. 8, Issue 2

Szukanie zaawansowane
  • Zespoły i Kolekcje


  • Zaloguj się
  • Zarejestruj się
  • Mój RUB
  • FAQ
  • Polityka
  • Regulamin
  • DOI
  • Instrukcja
  • Aspekty prawne
  • Open Access
  • Archiwum


  • Kontakt
  • O Dspace
  • Strona Biblioteki
  • Strona Uczelni



    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/20067
    Pełny rekord metadanych
    Pole DCWartośćJęzyk
    dc.contributor.authorPodobnik, Uršula-
    dc.contributor.authorSelan, Jurij-
    dc.date.accessioned2026-04-15T09:57:27Z-
    dc.date.available2026-04-15T09:57:27Z-
    dc.date.issued2021-
    dc.identifier.citationCreativity. Theories – Research – Applications, Vol. 8, Issue 2, 2021, pp. 86-102pl
    dc.identifier.urihttp://hdl.handle.net/11320/20067-
    dc.description.abstractVisual arts media in pre-school and early school years and development of children’s drawing are well researched. However, when one considers that children are endowed with a talent for visual arts, the research is not as comprehensive and clear-cut. The signs of freedom of expression and imagination, intuitiveness and originality, an inclination to individual work, high sensitivity, and other indicators begin to show soon after visual art gifted (VAG) children enter the representative stages of visual arts. This article was based on a longitudinal case study that was carried out to show some aspects of the functioning of a VAG child in pre-school and early school years and to make some suggestions on how to consider the needs of VAG children.pl
    dc.language.isoenpl
    dc.publisherUniversity of Białystokpl
    dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 License-
    dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/-
    dc.subjectpre-schoolpl
    dc.subjectearly schoolpl
    dc.subjectvisual arts gifted childpl
    dc.subjectqualitative researchpl
    dc.subjectcase studypl
    dc.titleVisual Art Gifted Child in Pre-School and Early School Yearspl
    dc.typeArticlepl
    dc.rights.holder© 2021 Uršula Podobnik, Jurij Selan, published by University of Białystokpl
    dc.rights.holderThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.pl
    dc.identifier.doi10.2478/ctra-2021-0019-
    dc.description.EmailUršula Podobnik: ursa.podobnik@pef.uni-lj.sipl
    dc.description.EmailJurij Selan: jurij.selan@pef.uni-lj.sipl
    dc.description.AffiliationUršula Podobnik - University of Ljubljana, Sloveniapl
    dc.description.AffiliationJurij Selan - University of Ljubljana, Sloveniapl
    dc.description.referencesAnning, A., & Ring, K. (2004). Making Sense of Children’s Drawings. Open University Press, McGraw-Hill Education.pl
    dc.description.referencesBarnes, R. (1990). Teaching Art to Young Children 4–9. School of Education, University of East Anglia.pl
    dc.description.referencesClark, B. (1997). Growing up gifted: Developing the potential of children at home and at school (5th ed.). Prentice Hall.pl
    dc.description.referencesClark, G.A., & Zimmerman, E. (1988). Views of self, family background, and school: Interviews with artistically talented students. Gifted Child Quarterly, 32(4), 340–346. https://doi.org/10.1177%2F001698628803200402pl
    dc.description.referencesClinkenbeard, P. (1991). Unfair expectations: A pilot study of middle school students’ comparisons of gifted and regular classes. Journal for the Education of the Gifted, 15(1), 56–61. https://doi.org/10.1177%2F016235329101500107pl
    dc.description.referencesCodd, M. (2004). Recognizing the Child Gifted and Talented in Visual Art. http://www.growminds.com/TheArts/GTinArt.htmpl
    dc.description.referencesColangelo, N., & Davis, G.A. (1997). Handbook of gifted education (2nd ed.). Allyn and Bacon.pl
    dc.description.referencesDavis, G.A., & Rimm, S. (1995). Education of the gifted and talented (3rd ed.). Allyn and Bacon.pl
    dc.description.referencesFetzer, E.A. (2005). The gifted/learning-disabled child: A guide for teachers and parents. In S.K. Johnsen & J. Kendrick (Eds.), A gifted child today reader: Teaching gifted students with disabilities (pp. 3–15). Prufrock.pl
    dc.description.referencesFisher, J. (2018). They didn’t tell us how: Teaching high-ability students in secondary setting. Art Education, 7(1), 28–34. https://doi.org/10.1080/00043125.2019.1534440pl
    dc.description.referencesFlint, L.J. (2001). Challenges of identifying and serving gifted children with ADHD. Teaching Exceptional Children, 33(4), 62–69. https://doi.org/10.1177%2F004005990103300409pl
    dc.description.referencesFrelih, C. (2014). Likovno nadarjeni [Visual Art Talented]. In M. Juriševič (ed.), Spodbudno učno okolj: Ideje za delo z nadarjenimi v osnovni šoli [Stimulative Learning Environment: Ideas for Work with the Talented Students in Primary School]. Faculty of Education.pl
    dc.description.referencesFrench, L.R., Walker, C.L., & Shore, B.M. (2011). Do gifted students really prefer to work alone? Roeper Review, 33(3), 145–159. https://doi.org/10.1080/02783193.2011.580497pl
    dc.description.referencesGadanidis, G., Hughes, J., & Cordy, M. (2011). Mathematics for gifted students in an arts and technology-rich setting. Journal for the Education of the Gifted, 34(3), 397–433. https://doi.org/10.1177/016235321103400303pl
    dc.description.referencesGarn, A. C., Matthews M. S., & Jolly, J. L. (2010). Parental influences on the academic motivation of gifted students: A self-determination theory perspective. Gifted Child Quarterly, 54(4), 263–272. https://doi.org/10.1177%2F0016986210377657pl
    dc.description.referencesGolomb, C. (2016). The development of artistically gifted children: Selected case studies. Psychology Press.pl
    dc.description.referencesGolomb, C. (1996). Eitan: The artistic development of a child prodigy. In C. Golomb (Ed.), The development of artistically gifted children: Selected case studies (pp. 171–196). Taylor & Francis.pl
    dc.description.referencesGolomb, C., & Haas, M. (1996). Varda: The development of a young artist. In C. Golomb (Ed.), The development of artistically gifted children: Selected case studies (pp. 71–100). Taylor & Francis.pl
    dc.description.referencesHeller, K.A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302–323. https://www.gwern.net/docs/iq/munich/2004-heller.pdfpl
    dc.description.referencesHeller, K.A., Perleth, C., & Lim, T.K. (2005). The Munich model of giftedness designed to identify and promote gifted students. In R.J. Sternberg & J.E. Davidson (Eds.), Conceptions of Giftedness (2nd ed., pp. 172–197). Cambridge University Press.pl
    dc.description.referencesJohnsen, S.K. (2004). Definitions, models, and characteristics of gifted students. In S.K. Johnsen (Ed.), Identifying gifted students: A practical guide (pp. 1–22). Prufrock Press.pl
    dc.description.referencesJohnsen, S.K. (2012). NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Panning and Implementing High-Quality Services. National Association for Gifted Children, Prufrock Press.pl
    dc.description.referencesKanevsky, L. (2015). Do high ability learners enjoy learning alone and in groups? It depends… International Journal of Special Education, 30(1), 1–13. http://www.internationaljournalofspecialed.com/pl
    dc.description.referencesKeser, S.C., & Erdem, P. (2019). The effectiveness of plastic arts education weighted creative drama in the education of gifted/talented children. Contemporary Educational Researches Journal, 9(1), 32–37. https://doi.org/10.18844/cerj.v9i1.3856pl
    dc.description.referencesKirk, S., Gallager, J.J., & Coleman, M.R. (2014). Children who have special gifts and talents. In S. Kirk, J.J. Gallager & M.R. Coleman (Eds.), Educating exceptional children (14th ed., pp. 317–347). Wadsworth.pl
    dc.description.referencesKoshy, V., & Robinson, N.M. (2007). Too long neglected: Gifted young children. European Early Childhood Education Research Journal, 14(2), 113–126. https://doi.org/10.1080/13502930285209951pl
    dc.description.referencesLenz Taguchi, H. (2010). Rethinking pedagogical practices in early childhood education: A multidimensional approach to learning and inclusion. In N. Yelland (Ed.), Contemporary Perspectives on Early Education (pp. 14–32). Open University Press.pl
    dc.description.referencesLowenfeld, V., & Brittain, W. (1981). Creative and mental growth. The Macmillian Company.pl
    dc.description.referencesMatthews, J. (1994). Helping children draw and paint in early childhood: Children and visual representations. Hodder and Stoughton.pl
    dc.description.referencesMeckstroth, E.A. (1991). Guiding the parents of gifted children: The role of counselors and teachers. In R.M. Milgram (Ed.), Counseling gifted and talented children: A Guide for Teachers, Counsellors, and Parents (pp. 121–142). Ablex Publishing Corporation; Greenwood Publishing Group.pl
    dc.description.referencesMilbrath, C. (1996). Germinal motifs in the work of a gifted child artist. In C. Golomb (Ed.), The development of artistically gifted children: Selected case studies (pp. 101–134). Taylor & Francis.pl
    dc.description.referencesMilgram, R.M. (1991). Counseling gifted and talented children and youth: Who, where, what, and how? In R. M. Milgram (Ed.), Counseling gifted and talented children: A guide for teachers, counsellors, and parents (pp. 1–7). Ablex Publishing Corporation; Greenwood Publishing Group.pl
    dc.description.referencesPerleth, C., Schatz, T., & Mönks, F.J. (2000). Early identification of high ability. In K.A. Heller, F.J. Mönks, R.J. Sternberg, & R.F. Subotnik (Eds.), International Handbook of Giftedness and Talent (2nd ed., pp. 297–316). Pergamon.pl
    dc.description.referencesPibernik, N., Podobnik, U., & Selan, J. (2017). Likovna nadarjenost in likovno-jezikovni kriteriji za ugotavljanje kompleksnosti likovnih izdelkov učencev. In T. Devjak, & I. Saksida (Eds.), Kakovost in ocenjevanje znanja (pp. 181–202). UL, Pedagoška fakulteta.pl
    dc.description.referencesPiechowski, M.M. (1991). Emotional development and emotional giftedness. In N. Colangelo, & G.A. Davis (Eds.), Handbook of Gifted Education (pp. 437–465). Allyn and Bacon.pl
    dc.description.referencesPodobnik, U. (2014). Preschool child’s researching interests and role of visual art’s expressing media. Sociology study, 4(6), 563–572. http://pefprints.pef.uni-lj.si/id/eprint/2622pl
    dc.description.referencesPorath, M. (1993). Gifted young artists: Developmental and individual differences. Roeper Review: A Journal on Gifted Education, 16(1), 29–33. https://doi.org/10.1080/02783199309553530pl
    dc.description.referencesRech Penn, L. (2019). Drawing, bodies, and difference: Heterocorporeal dialogs and other intra-actions in children’s classroom drawing. Studies in Art Education, Journal of Issues and Research, 60(2), 103–119. https://doi. org/10.1080/00393541.2019.1600224pl
    dc.description.referencesReis, S.M., & Renzulli, J.S. (2009). The schoolwide enrichment model: A focus on student strengths and interests. In J.S. Renzulli, E.J. Gubbins, K. MacMillen, R. Eckert, & C. Little (Eds.), Systems and models for developing programs for the gifted and talented (2nd ed., pp. 323-352). Creative Learning Press.pl
    dc.description.referencesRihter, J., Kosak Babuder, M., & Selan, J. (2021) Competence of Slovenian art teachers in working with pupils with special educational needs. Educational Studies, https://doi.org/10.1080/03055698.2021.1873740pl
    dc.description.referencesRivera, D.B., Murdock, J., & Sexton, D. (1995). Serving the gifted/learning disabled. Gifted Child Today, 18(6), 34-37. https://doi.org/10.4219%2Fgct-2000-745pl
    dc.description.referencesRoege, G.B., & Kim, K.H. (2013). Why we need art education. Empirical Studies of the Arts, 31(2), 121–130. https://doi.org/10.2190%2FEM.31.2.EOV.1pl
    dc.description.referencesRogers, K.B. (2002). Re-forming gifted education. Great Potential Press. Scottsdale, Az. http://aea11gt.pb-works.com/f/Rogers+PIP.pdfpl
    dc.description.referencesSamardzija, N., & Peterson, J.S. (2015). Learning and classroom preferences of gifted eighth graders: A qualitative study. Journal for the Education of the Gifted, 38(3), 233–256. https://psycnet.apa.org/doi/10.1177/0162353215592498pl
    dc.description.referencesSternberg, R.J. (2000). Identifying and developing creative giftedness. Roeper Review, 23(2), 60–64. https://doi.org/10.1080/02783190009554067pl
    dc.description.referencesSternberg, R.J. (2007). The concept of “giftedness”: A pentagonal implicit theory. In G.R. Bock & K. Ackrill (Eds.), The origins and development of high ability (pp. 5–21). United Kingdom: CIBA Foundation. https://psycnet.apa.org/doi/10.1002/9780470514498pl
    dc.description.referencesSutherland, M. (2015). Nadarjeni v zgodnjem otroštvu: Dejavnosti za otroke, stare od 3 do 6 let [Gifted and Talented in the Early Years]. UL Pedagoška fakulteta.pl
    dc.description.referencesTaber K.S. (2007). Science education for gifted learners (1st ed.). Routledge, Taylor and Frances Group.pl
    dc.description.referencesTreffinger, D.J., & Selby, E.C. (1993). Giftedness, creativity and learning style: Exploring the connections. In R. Milgram, R. Dunn, & G. Price (Eds.), Teaching and counseling gifted and talented adolescents: An international learning style perspective (pp. 87–102). Praeger.pl
    dc.description.referencesTwigg, D., & Garvis, S. (2010). Exploring art in early childhood education. The International Journal of the Arts in Society, 5(2), 193–204. https://doi.org/10.18848/1833-1866/CGP/v05i02/35830pl
    dc.description.referencesUlger, K. (2019). Comparing the effects of art education and science education on creative thinking in high school students. Arts Education Policy Review, 120(2), 57–79. https://doi.org/10.1080/10632913.2017.1334612pl
    dc.description.referencesVogrinc, J., & Saqipi, B. (2019). Research in education sciences: Conceptual and methodological perspectives. Albas. ISBN 978-9928-282-69-9.pl
    dc.description.referencesWalker, C.S., Shore, B.M., & French, L.R. (2011). A theoretical context for examining students’ preference ability levels for learning alone or in groups. High Ability Studies, 22(11), 119–141. https://doi.org/10.1080/13598139.2011.576082pl
    dc.description.referencesWinner, E. (1996). Gifted children: Myths and realities. New York: Basic Books.pl
    dc.description.referencesZiegler, A. (2005). The actiotope model of giftedness. In R.J. Sternberg, & J.E. Davidson (Eds.), Conceptions of Giftedness (pp. 411–436). Cambridge University Press. https://psycnet.apa.org/doi/10.1017/CBO9780511610455.024pl
    dc.description.referencesZimmerman, E. (1994). Current research and practice about preservice visual arts specialist teacher education. Studies in Art Education, 35(2), 79–89. https://doi.org/10.2307/1320822pl
    dc.description.referencesZimmerman, E. (1997). I don’t want to sit in the corner cutting out the Valentines: Leadership roles for teachers of talented art students. Gifted Child Quarterly, 41(1), 33–41. https://doi.org/10.1177/001698629704100105pl
    dc.description.referencesZimmerman, E. (2009). Reconceptualizing the role of creativity in art education theory and practice. Studies in Art Education, 50(4), 382–399. https://doi.org/10.1080/00393541.2009.11518783pl
    dc.description.referencesZimmerman, E. (2010). Creativity and art education: A personal journey in four acts. Art Education, 63(5), 84–92. https://doi.org/10.1080/00043125.2010.11519093pl
    dc.description.referencesZimmerman, E., & Reis, S.M. (2004). Artistically and musically talented students. Corwin, Sage Publishing Company.pl
    dc.identifier.eissn2354-0036-
    dc.description.volume8pl
    dc.description.issue2pl
    dc.description.firstpage86pl
    dc.description.lastpage102pl
    dc.identifier.citation2Creativity. Theories – Research – Applicationspl
    Występuje w kolekcji(ach):Creativity. Theories – Research – Applications, 2021, Vol. 8, Issue 2

    Pliki w tej pozycji:
    Plik Opis RozmiarFormat 
    Creativity_8_2_2021_U_Podobnik_J_Selan_Visual_Art_Gifted_Child.pdf3,08 MBAdobe PDFOtwórz
    Pokaż uproszczony widok rekordu Zobacz statystyki


    Pozycja ta dostępna jest na podstawie licencji Licencja Creative Commons CCL Creative Commons