Page 72 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 72
aterini D. Gari et al.
style such as the degree of attention in details and the child’s emotional in-
vestment to the process of designing itself or the insistence to sizes, colours,
margins etc., could be indicators of positive/negative disposition, social anx-
iety, indifference in peer company, high persistence to perfectionism, emo-
tional difficulties and specific emotional needs for praise, acceptance and
love by the significant others.
Acknowledgements
This study was conducted in collaboration with the ‘Laboratory for Creativity
Development,’ from 2013 to 2016. Many thanks to all those contributed who
worked mostly on a voluntary basis.
References
Andrews, J. & Janzen, H. (1988). A global approach for the interpretation of the
Kinetic School Drawing (KSD): A quick scoring sheet, reference guide, and
rating scale. Psychology in the Schools, 25, 217–238.
Armstrong, D. C. (2004, April). Enhancing visibility of students’ learning styles for
talent development using actual and ideal school drawings. Paper Presented
at American Educational Research Association Annual Convention, San
Diego, CA.
Boekaerts, M. (1991). The affective learning process and giftedness. European
Journal for High Abitity, 2, 146–160.
Burns, R. C. & Kaufman, S. H. (1970). Actions styles and symbols in kinetic family
drawings (KDF): An interpretative manual. New York, NY: Routledge.
Chandler, L. A., & Bean, R. M. (1998). The personalities of exemplary teachers.
Journal of Research in Education, 8, 64–67.
Freeman, J. (1995). Annotation: Recent studies of giftedness in children. Journal
of Child Psychology Psychiatry, 36(4), 531–547.
Frick, P. J., Barry, C. T., & Kamphaus, R. W. (2010). Clinical assessment of child and
adolescent personality and behaviour (3rd edition). New York, NY: Springer.
Fury, G., Carlson, E. A., & Sroufe, L. A. (1997). Children’s representations of attach-
ment relationships in family drawings. Child Development, 68(6), 1154–1164.
Gari, A. Kalanzi-Azizi, A., & Mylonas, K. (2000). Adaption and motivation of
Greek gifted pupils: Exploring some influences of primary schooling. High
Abilities Studies, 11(1), 55–68.
Gari, A. & Tsigri, C. (2009). Charismatiki mathites kai mathisiakes dyskolies sti
scholiki koinotita: Diaforetikes anages kai dyskolies [Gifted pupils and
learning difficulties at school community: Different needs and difficulties].
Psychology, 16(3), 439–455.
Goldner, L., Edelstein, M., & Habhush, Y. (2015). A glance at children’s family
drawings: Associations with children’s and parents’ hope and attributional
style. The Arts in Psychotherapy, 43, 7–15.
70
style such as the degree of attention in details and the child’s emotional in-
vestment to the process of designing itself or the insistence to sizes, colours,
margins etc., could be indicators of positive/negative disposition, social anx-
iety, indifference in peer company, high persistence to perfectionism, emo-
tional difficulties and specific emotional needs for praise, acceptance and
love by the significant others.
Acknowledgements
This study was conducted in collaboration with the ‘Laboratory for Creativity
Development,’ from 2013 to 2016. Many thanks to all those contributed who
worked mostly on a voluntary basis.
References
Andrews, J. & Janzen, H. (1988). A global approach for the interpretation of the
Kinetic School Drawing (KSD): A quick scoring sheet, reference guide, and
rating scale. Psychology in the Schools, 25, 217–238.
Armstrong, D. C. (2004, April). Enhancing visibility of students’ learning styles for
talent development using actual and ideal school drawings. Paper Presented
at American Educational Research Association Annual Convention, San
Diego, CA.
Boekaerts, M. (1991). The affective learning process and giftedness. European
Journal for High Abitity, 2, 146–160.
Burns, R. C. & Kaufman, S. H. (1970). Actions styles and symbols in kinetic family
drawings (KDF): An interpretative manual. New York, NY: Routledge.
Chandler, L. A., & Bean, R. M. (1998). The personalities of exemplary teachers.
Journal of Research in Education, 8, 64–67.
Freeman, J. (1995). Annotation: Recent studies of giftedness in children. Journal
of Child Psychology Psychiatry, 36(4), 531–547.
Frick, P. J., Barry, C. T., & Kamphaus, R. W. (2010). Clinical assessment of child and
adolescent personality and behaviour (3rd edition). New York, NY: Springer.
Fury, G., Carlson, E. A., & Sroufe, L. A. (1997). Children’s representations of attach-
ment relationships in family drawings. Child Development, 68(6), 1154–1164.
Gari, A. Kalanzi-Azizi, A., & Mylonas, K. (2000). Adaption and motivation of
Greek gifted pupils: Exploring some influences of primary schooling. High
Abilities Studies, 11(1), 55–68.
Gari, A. & Tsigri, C. (2009). Charismatiki mathites kai mathisiakes dyskolies sti
scholiki koinotita: Diaforetikes anages kai dyskolies [Gifted pupils and
learning difficulties at school community: Different needs and difficulties].
Psychology, 16(3), 439–455.
Goldner, L., Edelstein, M., & Habhush, Y. (2015). A glance at children’s family
drawings: Associations with children’s and parents’ hope and attributional
style. The Arts in Psychotherapy, 43, 7–15.
70
