Predšolsko obdobje in nadarjenost

Antolin, P. in Batistič Zorec, M. (2010). Participacija otrok v slovenskih vrtcih z vidika stališč in izkušenj vzgojiteljev. http://pefprints.pef.uni-lj.si/108/

Armstrong, T. (1999). Prebudite genija v svojem otroku. Spodbujanje radovednosti, ustvarjalnosti in učnih sposobnosti. Učila.

Arnheim, R. (1954/1974/2009). Art and Visual Perception: A Psychology of the Creative Eye. Berkeley: University of California Press.

Arsić, J. (2017). Identifikacija talenta u sportu. SPORT – Nauka i Pralsa, 7(1), 73–86.

Bailey, R. in Morley, D. (2006). Towards a model of talent development in physical education. Sport, education and society, 1(3), 211–230.

Baker, J., Wilson, S., Johnston, K., Dehghansai, N., Koenigsberg, A., de Vegt, S. in Wattie, N. (2020). Talent research in sport 1990–2018: A scoping review. Frontiers in Psychology, 11.

Barnes, R. (1990/2009). Teaching Art to Children 4–9, London: School of Education, University of East England.

Basso, J. in Suzuki, W. (2017). Brain Psaticity. The Effects of Acute Exercise on Mood, Cognition, Neurophysiology and Neurochemical Pathways: A Review, 2(2), 127–152. https://doi.org/10.3233/BPL-160040

Belamarić, D. (1987). Dijete I oblik. Zagreb: Školska knjiga.

Bell, D. (2011). Seven Ways to Talk About Art: One Conversation and Seven Questions for Talking About Art in Early Childhood Settings. International Journal of Education Through Art. 7(1), 41–54.

Berce-Golob, H. (1993). Likovna vzgoja. Načini dela pri likovni vzgoji. Priročnik za učitelje na predmetni stopnji osnovne šole. Ljubljana: DZS.

Blažič, M. (1994). Didaktični vidiki pospeševanja razvoja nadarjenih. V M. Blažič (ur.), Nadarjeni: stanje, problematika, razvojne možnosti: zbornik (str. 55–61). Novo mesto: Pedagoška obzorja.

Blohm, M. (1995). Vermittlung zeitgenössischer Kunst in Kunstunterricht - Probleme, Fragen und Denkalternativen. Heidelberg: RAAbits Kunst. Abteilung V, Beitrag 1.

Bojnec, S. in Pangrčič, P. (2015). Prostovoljstvo kot oblika razvijanja socialnih veščin nadarjenih učencev. V M. Juriševič in P. Gradišek (ur.), Prepoznavanje nadarjenih in delo z njimi v vrtcu in šoli (str. 33–41). Ljubljana: Pedagoška fakulteta Univerze v Ljubljani.

Bournelli, P., Makri, A. in Mylonas, K. (2009). Motor creativity and self-concept. Creativity Research Journal, 21(1), 104–110.

Bratina, T. (2012). Multimedia learning material in pedagogical methodology and problem solving strategies. V M. Stokiene (ur.), Electronic learning, information and communication : theory and practice (str. 1–18).

Bratina, T. in Veselinov, D. (2022). Preschool teachers' competencies for encouraging and creativity of preschool children. V J. Herzog (ur.), Giftedness as an educational and scientific challenge (str. 87–99). Dr. Kovač.

Breg, K. in Muhič, M. (2017). Recognition a motoric talented children in the kindergarten. In 9th International Scientific and Professional Conference A Child in Motion (str. 165–168).

Breg, K. in Muhič, M. (2017). Prepoznavanje motorično nadarjenih otrok v vrtcu. V Plevnik idr. (ur.), Aktivno otroštvo – vzvod za uspešno življenje (str. 165–168). Znanstveno-raziskovalno središče Koper.

Brian J. A. (2014). Gamification in Education. Proceedings of ASBBS 21(1), 32–39.

Brown, M. B. (2010). The Role of the Kindergarten Teacher in the Classroom. AuthorHouse.

Clark, A. (2010). Transforming Children’s Spaces. Children’s and adults’ participation in designing learning environments. Routledge.

Clark, A. in Moss, P. (2001). Listening to young children: The mosaic approach. National Children’s Bureau.

Collins, D. in MacNamara, A. (2022). Talent development: a practitioner and parents guide. Routledge.

Cross, T. L. in Cross, J. R. (2017). Social and Emotional Development of Gifted Student: Introducing the School-Based Psychosocial Curriculum Model. https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1142&context=educationpubs

Cvetkovič-Lay, J. (2002). Darovito je – što ću sa sobom? Priručnik za obitelj, vrtić i školu. Alinea.

Cvetković-Lay, J. in Sekulić Majurec, A. (2008). Darovito je, što ću s njim? Priručnik za odgoj i obrazovanje darovite djece predškolske dobi. Alinea.

Čoh, M. (2017). Identifikacija talentov (talentiranosti – nadarjenosti) v športu. V Kovač, M. in Plavčak, M. (ur.), Zbornik 30. strokovnega in znanstvenega posveta športnih pedagogov Slovenije (str. 23–32).

Dahlberg, G., Moss, P. in Pence, A. (1999) Beyond quality in early childhood education and care: Postmodern perspectives. Falmer Press.

Davidson Institute. (2023). Leadership characteristics in gifted children. Davidson Institute for Talent Development. https://www.davidsongifted.org

De Bono, E. (2005). Šest klobukov razmišljanja. New Moment, d. o. o.

Devjak, T., Berčnik, S. in Plestenjak, M. (2012). Alternativni vzgojni koncepti. Pedagoška fakulteta Ljubljana.

Diamond, J. (2015). Learner-Centered Teaching. V J. Diamond, B. Grob in F. Reitzes (ur.), Teaching Kindergarten: Learner-Centered Classrooms for the 21st Century (str. 5–28). New York: Teachers College Press.

Dominguez, A., Diaz Pereira, P. M. in Martinez-Vidal, A. (2015). The Evolution of Motor Creativity during Primary Education. Journal of Human Sport and Exercise, 10(2), 583–591.

Duh, M. (2004). Vrednotenje kot didaktični problem pri likovni vzgoji. Pedagoška fakulteta Maribor.

Duh, M. in Herzog, J. (2020). Likovna apreciacija v vzgoji in izobraževanju: primeri kvalitativnih raziskav. Univerzitetna založba Univerze v Mariboru.

Duh, M. in Zupančič, T. (2003). Likovna vzgoja v prvi triadi devetletne osnovne šole. Rokus.

Duh, M. in Zupančič, T. (2011). The Method of Aesthetic Transfer. An Outline of a Specific Method of Visual Arts Didactics. Croatian Journal of Education. 13(1), 42–75.

Edwards, C. (2002) Three approaches from Europe: Waldorf, Montessori and Reggio Emilia, https://www.researchgate.net/publication/26390918_Three_Approaches_from_Europe_Waldorf_Montessori_and_Reggio_Emilia

Efland, A. (1992). Curriculum Problems at Century´s End: Art Education and Postmodernism. V L. Piironen, (ur.), Power of Images - A Selection of Papers given at the European Regional Congress of INSEA in Helsinki 9-13 Avgust 1992 and at the INSEA Research Conference in Tampere 6-8 Avgust 1992 (str. 114–120). Helsinki: INSEA Finland, The Association of Art Teachers in Finland.

Efland, A. (2002). Art and Cognition; Integrating the Visual Arts in the Curriculum. New York, Teachers College Columbia University.

Fenwick, E. in Smith, T. (1997). Adolescenca: priročnik preživetja za starše in mladostnike. Kres.

Ferbežer, I. (2002). Celovitost nadarjenosti. EDUCA.

Ferbežer, I. (2008). Posebne potrebe nadarjenih otrok. V I. Ferbežar, S. Težak in I. Korez (ur.), Nadarjeni otroci (str. 24–50). Didakta.

Ferbežer, I. in Kukanja, M. (2008). Svetovanje nadarjenim učencem. Zavod RS za šolstvo.

Ferbežer, I., Korez, I. in Težak, S. (2006). Ali je ta otrok nadarjen? OŠ Cirkovce, OŠ Borisa Kidriča Kidričevo.

Ferbežer, I., Težak, S. in Korez, I. (2008a). Nadarjeni otroci. Didakta.

Ferbežer, I., Težak, S. in Korez, I. (2008b). Samopodoba nadarjenih otrok. Radovljica: Didakta.

Fran, Slovarji Inštituta za slovenski jezik Frana Ramovša ZRC SAZU. https://fran.si/iskanje?View=1&Query=spodbuda

Gabrijelčič, K. (2015). Nadarjeni in talentirani učenci. Med poslanstvom in odgovornostjo. Univerza na Primorskem.

Gabrijelčič, M. K. in Volmut, T. (2020). Poskus konceptualizacije talentiranosti na športnem področju. Journal of Elementary Education, 13(4), 475–496.

Gavriloski, M., Lepičnik-Vodopivec, J. in Hmelak, M. (2018). Mnenja bodočih vzgojiteljic in vzgojiteljev o uporabi IKT v vrtcu. V T. Štemberger, S. Čotar Konrad, S. Rutar in A. Žakelj (ur.), Oblikovanje inovativnih učnih okolij (str. 151–161). Založba Univerze na Primorskem.

George, D. (1997). Nadarjeni otrok kot izziv. Zavod Republike Slovenije za šolstvo.

Glogovec, Z. in Žagar, D. (1990). Nadarjeni otroci v vrtcu. Zavod Republike Slovenije za šolstvo.

Gomerčić, L. (2016). Nadarjen otrok – otrok, ki potrebuje več. V M. Željeznov Seničar (ur.), Nadarjeni in talentirani predšolski otrok (str. 92–93). Mib.

Goodhew, G. (2009). Meeting the needs of gifted and talented students. Network Continuum.

Goodnow, J. (1977). Children's drawing. London: Fontana, Open Books.

Grant, B. in Piechowski, M. (1999). Theories and the Good: Toward Child-Centered Gifted Education.

Gray, H. J. in Plucker, J. A. (2010). “She's a natural”: Identifying and developing athletic talent. Journal for the Education of the Gifted, 33(3), 361–380.

Habe, K. in Bratina, T. (2021). Recognition of musically talented pupils by class teachers in primary schools in Slovenia. V J. Herzog (ur.). Giftedness in a variety of educational fields (str. 79–98). Dr. Kovač.

Hart, R. A. (1992). Children's Participation: From tokenism to citizenship. Papers inness 92(6). Innocenti Essay.

Hattie, J. (2012). Visible learning for teachers. Routledge.

Hayes, N. in Orrell, S. (1998). Psihologija. Zavod Republike Slovenije za šolstvo.

Herzog, J. (ur.). (2020). Contemporary aspects of giftedness. Dr. Kovač.

Herzog, J. (ur.). (2021). Giftedness in a variety of educational fields. Dr. Kovač.

Herzog, J. (ur.). (2022). Giftedness as an educational and scientific challenge. Dr. Kovač.

Herzog, J. in Duh, M. (2021). Primary school teachers' identification of and work with artistically gifted pupils in Slovenia. V J. Herzog (ur.), Giftedness in a variety of educational fields (str. 99–124). Dr. Kovač.

Herzog, J. in Kerin, T. (2012). Vloga in pomen uvodne motivacije za uspešno likovno-pedagoško delo učitelja razrednega pouka. V 4th International scientific and expert conference Education for the future. Zenica, Faculty of Education, University of Zenica, 24.–25. 5. 2012.

Hickman, R. (2010). Why We Make Art and Why Is It Taught. Intellect.

Horvat, M. in Košir, K. (2013). Socialna sprejetost nadarjenih učencev in učencev z dodatno strokovno pomočjo v osnovni šoli. Psihološka obzorja, 13(22), 156–166. http://psiholoska-obzorja.si/arhiv_clanki/2013/horvat_kosir.pdf

Hozjan, D. (2014). Konceptualizacija pojma ustvarjalnosti v šolskem prostoru. Didakta, 24(171), 2–4.

Hozjan, D. (2018). Didaktični vidik uporabe informacijsko-komunikacijske tehnologije. V T. Štemberger, S. Čotar Konrad, S. Rutar in A. Žakelj (ur.), Oblikovanje inovativnih učnih okolij (str. 13–29). Založba Univerze na Primorskem.

Institute of Medicine. (2011). Early childhood obesity prevention policies. Washington, DC: National Academies Press.

Jan, P. (2021). Nadarjenost, talentiranost, delo z učenci, ki želijo in hočejo vedeti več. EDUCA, 25(5), 97–100. http://www.educa-izobrazevanje.si/wp-content/uploads/2013/09/Primo%C5%BE-Jan.pdf

Jarecky, R. K. (1959). Identification of the Socially Gifted. Exceptional children, 25(9), 415–419. https://journals.sagepub.com/doi/abs/10.1177/001440295902500905?journalCode=ecxc

Jauševec, N. (1987). Spodbujanje otrokove ustvarjalnosti. Državna založba Slovenije.

Jekovec, J. F. in Bucik, V. (2015). Odnos med ustvarjalnostjo in igralnim materialom v kontekstu simbolne igre. Psihološka obzorja, 24(1), 33–43.

Jesenek, V. (2015). Krepitev organizacijskih in komunikacijskih veščin pri nadarjenih učencih. V M. Juriševič in P. Gradišek (ur.), Prepoznavanje nadarjenih in delo z njimi v vrtcu in šoli (str. 33–41). Ljubljana: Pedagoška fakulteta Univerze v Ljubljani.

Jiayu, L. in Weide, S. (2022). International Journal of Environmental Research and Public Health. Influence of Sports Activities on Prosocial Behavior of Children and Adolescents: A Systematic Literature Review, 19(11), 1–20. https://doi.org/10.3390/ijerph19116484

Joo, E., Keehn Il, J. in Ham-Roberts, J. (2011). Rethinking Contemporary Art and Multicultural Education. New York and London: Routledge.

Jug Došler, A. (2013). Researching and directing the hidden curiculum: a case study. Sodobna Pedagogika, 64(4), 32–51.

Juriševič, M. (2012). Nadarjeni učenci v slovenski šoli. Pedagoška fakulteta Ljubljana.

Juriševič, M. (2014). Spodbudno učno okolje. Ideje za delo z nadarjenimi v osnovni šoli. Pedagoška fakulteta.

Jurman, B. (2004). Inteligentnost, ustvarjalnost, nadarjenost. Center za psihodiagnostična sredstva.

Karaca, N. H., Uzun, H. in Metin, Ş. (2020). The relationship between the motor creativity and peer play behaviors of preschool children and the factors affecting this relationship. Thinking Skills and Creativity, 38, 100716.

Kelhar, A. (2022). Praktična raba IKT v vrtcu pri izvajanju dejavnosti v vsakodnevnih situacijah: diplomsko delo. Digitalna knjižnica Univerze v Mariboru: https://dk.um.si/IzpisGradiva.php?lang=slv&id=81779

Kobal Grum, D. in Musek, J. (2009). Perspektive motivacije. Znanstvena založba Filozofske fakultete Ljubljana.

Komensky, J. A. (1995). Velika didaktika. Pedagoška obzorja.

Konvencija o otrokovih pravicah (1989). https://www.gov.si/assets/ministrstva/MZZ/Dokumenti/multilaterala/clovekove-pravice/porocila-SLO-po-instrumentih-o-clovekovih-pravicah/73241a9c65/Konvencija-o-otrokovih-pravicah.pdf

Kovačič, B. (2021). The latent structure of teachers self-assessments of understanding the criteria of the music talent. V J. Herzog (ur.), Giftedness in a variety of educational fields (str. 149–170). Dr. Kovač.

Kozjek Varl, K. (2020). Contemporary fine arts as an incestive for critical thinking by gifted students. V J. Herzog (ur.), Contemporary aspects of giftedness, (str. 145–158). Dr. Kovač.

Krajnc, T., Drolc, A., Nose Pogačnik, Š., Pevec, M., Slivar, B., Uranjek, J. in Weilguny, M. (2019). Varno in spodbudno učno okolje. Šola za ravnatelje.

Kukanja Gabrijelčič, M. in Gorela, K. (2018). Nadarjenost na predšolski stopnji. Založba Univerze na Primorskem.

Kukanja Gabrijelčič, M. (2017). Poučevanje nadarjenih učencev v osnovni šoli. Založba Univerze na Primorskem.

Kupers, E., Lehmann-Wermser, A., McPherson, G. in Van Geert, P. (2019). Children’s creativity: A theoretical framework and systematic review. Review of educational research, 89(1), 93–124.

Kurikulum za vrtce. (1999). Ministrstvo za šolstvo in šport. http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/podrocje/vrtci/pdf/vrtci_kur.pdf

Kuščević, D. in Brajčić, M. (2021). Giftedness assessment in the visual arts among students in teacher and preschool studies. V J. Herzog (ur.). Giftedness in a variety of educational fields (str. 209–224). Dr. Kovač.

Laal, M. in Ghods, S. M. (2012). Benefits of collaborative learning. Procedia – Social and Behavioral Sciences, 31, 486–490.

Lansdown, G. (2010). The realisation of children's participation rights: Critical reflections. Routledge Abinngdon.

Lepičnik Vodopivec, J. in Hmelak, M. (2019). Spodbudno okolje in participacija predšolskega otroka v vrtcu. Založba Univerze na Primorskem.

Lepičnik Vodopivec, J. in Hmelak, M. (2018). Vzgojitelj predšolskih otrok in skrb za lastni profesionalni razvoj. Založba Univerze na Primorskem.

Lepičnik Vodopivec, J. in Hmelak, M. (2020). Dnevna rutina v vrtcu in njen pomen za razvoj predšolskega otroka. Založba Univerze na Primorskem.

Locke McLendon, M. (2008). Rousseau, Amour Propre, and Intellectual Celebrity. https://philpapers.org/archive/MCLQAA.pdf

Lowenfeld, V. in Lambert Brittain, W. (1964). Creative and mental Growth. Fourth edition. The Macmillan Company.

Lynton, N. (1994). Zgodba moderne umetnosti: pregled likovne umetnosti 20. stoletja. Cankarjeva založba.

MacNaughton, G. (2009). Professional learning – taking a capacity building approach. CEIC. University of Melbourne.

Malina, R. M. (2010). Early sport specialization: roots, effectiveness, risks. Current sports medicine reports, 9(6), 364–371.

Mamužić, J. in Marinković, L. (2022). V T. Bratina & in Danica (ur.), Inovativni pristupi u podsticanju darovitosti kod dece od tri do šest godina: priručnik za vaspitno-obrazovne stručnjake i roditelje (str. 14–17). Udruženje vaspitača Vojvodine

Mandolesi, L., Polverino, A., Montuori, S., Foti, F., Ferraioli, G., Sorrentino, P. in Sorrentino, G. (2018). Frontiers in Psychology. Effects of Physical Exercise on Cognitive Functioning and Wellbeing: Biological and Psychological Benefits, 9. https://doi.org/10.3389/fpsyg.2018.00509

Marentič Požarnik, B. (2000). Psihologija učenja in pouka. DZS.

Matijević, M. in Topolovčan, T. (2019). Informal learning among teenagers through video games: a qualitative analysis of experiences, game modes and didactic benefits. Journal of Elementary Education, 12(1), 1–26.

Matthews, J. (2004). The Art of Infancy. V E. W. Eisner in M. D. Day (ur.), Handbook of Research and Policy in Art Education (str. 253–298). Routledge.

Matthews, J. in Soew, P. (2007). Electronic Paint: Understanding Children’s Representation through Their Interaction with Digital Paint. International Journal of Art and Design Education, 26(3), 251–263.

Mercilliott Hewett, V. (2001). Examining the Reggio Emilia Approach to Early Childhood Education. https://static1.squarespace.com/static/51ed94d0e4b03bd18bdcc998/t/526c8eabe4b0f35a9f0216e3/1382846123076/ExaminingtheReggioEmiliaApproach.pdf

Metin, S. (2022). Activity based unplugged coding during the preschool period. International Journal of Technology and Design Education, 169–165.

Moss, P. (2016). Loris Malaguzzi and the Schools of Reggio Emilia: Provocation and hope for a renewed public education. https://journals.sagepub.com/doi/abs/10.1177/1365480216651521

Muhič, M. (2017). Prepoznavanje motorično nadarjenih otrok v vrtcu. V Plevnik idr. (ur.), Aktivno otroštvo – vzvod za uspešno življenje (str. 100–103). Znanstveno-raziskovalno središče, univerzitetna založba Annales.

Muhovič, J. (1990). Odnos med otroškim likovnim izražanjem in likovno ustvarjalnostjo odraslih. Athropos, 22(3–4), 9–20.

Munro, J. (b. l.). Psychology of gifted learning: Intellectual development and gifted learning. https://students.education.unimelb.edu.au/selage/pub/readings/psyglearn/PGL-Intellectdevel.pdf

Musek, J. in Pečjak, V. (2001). Psihologija. Educy.

Nagel, W. (1987). Odkrivanje in spodbujanje nadarjenih otrok: svetovalec za starše in učitelje. Državna založba Slovenije.

Nedimović, T., Đorđev, I. in Činć, E. (2022). Assesing the importance in holistic procedures in identifying and encouraging gifted children at an early stage. V J. Herzog (ur.), Giftedness as an educational and scientific challenge (str. 205–219). Dr. Kovač.

Oak Crest Academy. (2023). Does your gifted kid have leadership characteristics? Oak Crest Academy. https://oakcrestacademy.org/gifted-kid-leadership-characteristics/

Ourda, D., Gregoriadis, A., Mouratidou, K., Grouios, G. in Tsorbatzoudis, H. (2017). Α motor creativity intervention in the Greek early childhood education settings: Effects on beliefs about health.

Papadakis, S. (2020). International Journal of Interactive Mobile Technologies. Robots and Robotics Kits for Early Childhood and First School Age, 34–56. https://doi.org/https://doi.org/10.3991/ijim.v14i18.16631

Pangrčič, P. (2016). Izobraževanje nadarjenih učencev z vidika sodobnih didaktičnih teorij. Doktorska disertacija. Pedagoška fakulteta.

Pfeiffer, S. I. in Blei, S. (2008). Gifted identification beyond the IQ test: Rating scales and other assessment procedures. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices (str. 177–198). Springer Science + Business Media.

Pfeiffer, S. in Petcsher, Y. (2008). Identifying Young Gifted Children using the Gifted Rating Scales – Preschool/Kindergarten Form. Gifted Child Quarterly, 52(1), 19–29.

Piirto, J. (2007). Talented Children and Adults: Their development and Education. Prufrock Press.

Planinšec, J., Puhalj, S. in Matejek, Č. (2021). Phyisicially talented students in late childhood. V J. Herzog (ur.), Giftedness in a variety of educational fields (str. 251–272). Dr. Kovač.

Pogačnik Toličič, S. (1966). Otrok in igra. Cankarjeva založba.

Porter, L. (2005). Gifted young children. A guide for teachers and parents. Open University Press.

Prtljaga, P. in Bratina, T. (2020). Primena informaciono-komunikacionih tehnologija u vaspitno-obrazovnom radu. Vršac: Visoka škola stukovnih studija za vaspitač "Mihailo Palov" Vršac.

Pulko, S. in Valh Lopert, A. (2021). Slovene for gifted students: examples of good practice in primary school. V J. Herzog (ur.), Giftedness in a variety of educational fields (str. 287–316). Dr. Kovač.

Radulović, L. in Stančič, M. (2017). What is Needed to Develop Critical Thinking in Schools? https://files.eric.ed.gov/fulltext/EJ1156618.pdf

Rajović, R. (2021). IQ otroka – skrb strašev. Mensa Slovenija.

Rajović, R., Kamenarac, O. in Čikoš, D. (2010). Razvoj sposobnosti dece predškolskog uzrasta i detekcija darovite dece (Primena programa NTC sistem učenja). V Zbornik radova, 4. Međunarodna konferencija o negovanju talenata, Kanjiža, 1–4.

Renzulli, J. (1978). What Makes Giftedness? The Phi Delta Kappan, 60(3), 180–184.

Renzulli, J. (2011). What makes giftedness? Reexamining a definition. The Phi Delta Kappan, 92(8), 81–88.

Renzulli, J. S. (2016). The Role of Blended Knowledge in the Development of Creative Productive Giftedness. International Journal for Talent Development and Creativity, 4, 13–24.

Ribeiro, J., Davids, K., Silva, P., Coutinho, P., Barreira, D. in Garganta, J. (2021). Talent development in sport requires athlete enrichment: contemporary insights from a nonlinear pedagogy and the athletic skills model. Sports Medicine, 51, 1115–1122.

Richards, R. (1999). Four P’s of creativity. V M. Runco in S. Pritzkler (ur.), Encyclopedia of creativity (str. 733–742). Academic Press.

Robinson, A. in Clinkenbeard, P. R. (2008). History of giftedness: Perspectives from the past presage modern scholarship. V S. I. Pfeiffer (ur.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices (str. 13–31). Springer Science + Business Media. https://doi.org/10.1007/978-0-387-74401-8_2

Robinson, K. in Aronica, L. (2015). Creative Schools: Revolutionizing Education from the Ground Up. Penguin.

Rongen, F., McKenna, J., Cobley, S. in Till, K. (2018). Are youth sport talent identification and development systems necessary and healthy?. Sports medicine-open, 4, 1–4.

Rostohar, D. in Zagroc Vegelj, M. (2010). Dejavnosti za spodbujanje socialnega in čustvenega razvoja nadarjenih učencev na OŠ Leskovec pri Krškem. V M. Željeznov Seničar (ur.), Socialne in čustvene potrebe nadarjenih in talentiranih (str. 30–42). MiB.

Rutar Ilc, Z. (2020). Spodbudno in varno učno okolje v perspektivi psihosocialnih odnosov. V S. Sloka, B. Kečanović in V. Logaj (ur.), Uporabna etika vključujočega, varnega in spodbudnega učnega okolja (str. 134–151). Zavod Republike Slovenije za šolstvo.

Rutar, S. (2012). Kako razumeti in uresničevati participacijo otrok v vrtcu? Sodobna pedagogika, 63(3), 86–98.

Rutar, S. (2013). Poti do participacije otrok v vzgoji. Univerza na Primorskem, Znanstveno-raziskovalno središče, Univerzitetna založba Annales.

Saracho, N. O. (2019). Contemporary perspectives on research on motivation in early childhood education. University of Maryland.

Scibinetti, P., Tocci, N. in Pesce, C. (2011). Motor creativity and creative thinking in children: The diverging role of inhibition. Creativity Research Journal, 23(3), 262–272.

Seligman, M. E. (2008). Positive health. Applied psychology, 57, 3–18.

Seme, T. (2014). Potrebe potencialno nadarjenega otroka v predšolskem obdobju: Študija primera. Diplomska naloga. Univerza v Ljubljani, Pedagoška fakulteta.

Shoval, E., Sharir, T., Arnon, M. in Tenebaum, G. (2017). The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on their Academic Achievements. Early Childhood Education Journal, 46 (2018), 355–364. https://link.springer.com/article/10.1007/s10643-017-0870-x

Simonton, D. K. (2005). Giftedness and Genetics: The Emergenic-Epigenetic Model and Its Implications. Journal for the Education of the Gifted, 28(3), 270–286. https://journals.sagepub.com/doi/10.4219/jeg-2005-338

Spies, F., Schauer, L., Bindel, T. in Pfeiffer, M. (2022). Talent detection – importance of the will and the ability when starting a sport activity. German Journal of Exercise and Sport Research, 52(4), 647–656.

Sternberg, R. J. (2009). Wisdom, intelligence, and creativity synthesized. Cambridge University Press.

Sternberg, R. J. in O'Hara, L. A. (1999). 13 Creativity and Intelligence. Handbook of creativity, Cambridge University Press.

Stoeckelmayr, K., Tesar, M. in Hofmann, A. (2011). Kindergarten Children Programming Robots: A First Attempt. 2nd International Conference on Robotics in Education (RIE).

Stoltz, T., Ribeiro Piske, F. H., Fatima Quintal de Freitas, M., D`Acroz, M. S. in Machado, J. M. (2015). Creativity in gifted education: Contributions from Vygotsky and Piaget. Creativity in Gifted Education: Contributions from Vygotsky and Piaget (scirp.org).

Stritih, B. (2012). Nadarjeni predšolski otroci – kaj se dogaja z njimi v javnih vrtcih? V M. Juriševič in B. Stritih (ur.), Posvetovanje Vloga psihologa v vzgoji in izobraževanju nadarjenih (str. 97–106). Pedagoška fakulteta Ljubljana.

Strmčnik, F. (1994). Skrb za razvoj nadarjenih učencev. V Blažič, M. (ur.), Nadarjeni: stanje, problematika, razvojne možnosti: zbornik (str. 9–25). Pedagoška obzorja.

Strnad, B. (2017). Children´s Engagement with Contemporary Art in the Museum Context. V M. J. Narey. Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood (str. 169–190). Springer.

Sturza Milić, N. (2014). The influence of motor experience on motor creativity (fluency) of preschool children. Kinesiology, 46(Supplement 1.), 82-87.

Sturza Milić, N., Nedimović, T. in Muhič, M. (2018). Istraživanje kreativne metaspoznaje studenata u motoričkom domenu. V G. Gojkov in A. Stojanović (ur.), Darovitost i kreativni pristupi učenju – Tematski zbornik br. 23 (str. 350–361). Visoka škola strukovnih studija za obrazovanje vaspitača „Mihailo Palov“ Vršac.

Sturza Milić, N., Nedimović, T. in Višacki, M. (2021). Fizička aktivnost i mentalno zdravlje darovite dece. V G. Gojkov in A. Stojanović (ur.), Daroviti: lična i socijalna perspektiva – Tematski zbornik br. 26 (210–218). Vršac: Visoka škola strukovnih studija za obrazovanje vaspitača „Mihailo Palov“.

Sullivan, A. in Bers, M. U. (2016). Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade. International Journal of Technology and Design Education, 26, 3–20.

Sutherland, M. (2015). Nadarjeni v zgodnjem otroštvu: dejavnosti za otroke, stare od 3 do 6 let. Pedagoška fakulteta Univerze v Ljubljani, Center za raziskovanje in spodbujanje nadarjenosti (CRSN).

Štemberger, V. in Filipčič, T. (2014). Nadarjeni učenci na področju športa v šolskem sistemu. V Juriševič, M. (ur.), Spodbudno učno okolje: ideje za delo z nadarjenimi v osnovi šoli (str. 241–249). Univerza v Ljubljani, Pedagoška fakulteta.

Šumenjak, D. (2016). Emocionalne in socialne značilnosti mlajših nadarjenih otrok. V M. Željeznov Seničar (ur.), Nadarjeni in talentirani predšolski otrok: zbornik. MiB.

Tacol, T. (1999). Didaktični pristopi k načrtovanju likovnih nalog, izbrana poglavja iz likovne didaktike. Debora.

Tacol, T. (2004). Učni načrt: program osnovnošolskega izobraževanja. Likovna vzgoja. Kočevski tisk d. d.

Takaya, K. (2008). Jerome Bruner’s Theory of Education: From Early Bruner to Later Bruner. https://ocw.metu.edu.tr/pluginfile.php/8931/mod_resource/content/1/7su.pdf

Težak, S., Željeznov Seničar, M. in Vtič, V. (2008). Razvijanje čustvenega in socialnega področja nadarjenih učencev v klubu nadarjenih. V I. Ferberžer in F. J. Mönks (ur.), Holistični pogled na nadarjenost. MiB.

The Montessori Method. (2014). https://jual.nipissingu.ca/wp-content/uploads/sites/25/2014/06/v4284.pdf

Till, K. in Baker, J. (2020). Challenges and [possible] solutions to optimizing talent identification and development in sport. Frontiers in psychology, 11, 664.

To grow up healthy, children need to sit less and play more. (24. 4 2019). https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more

Torrance, E. P. (1981). Predicting the Creativity of Elementary School Children (1958-80) – and the Teacher Who "Made a Difference". Gifted Child Quarterly, 25(2), 55–62.

Trevlas, E., Matsouka, O. in Zachopoulou, E. (2003). Relationship between playfulness and motor creativity in preschool children. Early Child Development and Care, 173(5), 535–543.

Turnšek, N. (2009). Vrtec – prostor aktivnega demokratičnega državljanstva. http://pefprints.pef.uni-lj.si/id/eprint/1367

Učni načrt. Likovna umetnost. (2008). Ljubljana: Ministrstvo za šolstvo in šport: Zavod RS za šolstvo. http://eportal.mss.edus.si/msswww/programi2019/programi/media/pdf/un_gimnazija/un_likovna_umetnost_gimn.pdf

Učni načrt. Program osnovna šola. Likovna vzgoja. (2011). Ljubljana: Ministrstvo za šolstvo in šport: Zavod RS za šolstvo. https://www.gov.si/assets/ministrstva/MIZS/Dokumenti/Osnovna-sola/Ucni-nacrti/obvezni/UN_likovna_vzgoja.pdf

Vaeyens, R., Lenoir, M., Williams, A. M., & Philippaerts, R. M. (2008). Talent identification and development programmes in sport: current models and future directions. Sports medicine, 38, 703-714.

Verbeek, J., Van Der Steen, S., Van Yperen, N. W. in Den Hartigh, R. J. R. (2023). What do we currently know about the development of talent? A systematic review in the soccer context. International Review of Sport and Exercise Psychology, 1–23.

Veselinov, D. in Dujić, N. (2022). Podrška darovitosti kroz igru i učenje. V T. Bratina in D. Veselinov (ur.), Inovativni pristupi u podsticanju darovitosti kod dece od tri do šest godina (str. 21–27). Udruženje vaspitača Vojvodine.

Videmšek, M. in Pišot, R. (2007). Šport za najmlajše. Fakulteta za šport, Inštitut za šport.

Von Kraft, T. in Semke, E. (2008). Odkrijmo in razvijmo otrokovo nadarjenost. Mladinska knjiga.

Vonta, T. (2009). Razvoj pedagoških idej v organizirani predšolski vzgoji. https://www.dlib.si/stream/URN:NBN:SI:DOC-PZ2ZSLID/6770f9f8-c1b6-405f-9c7e-ba46ab964662/PDF

Watts, R. (2009). Attitudes to Making Art in the Primary School. V S. Hern, S. Cox, in R. Watts (ur.), Readings in Primary Art Education (str. 287–299). Intellect.

Weckström, E., Karlsson, L., Pöllänen, S. in Lastikka, A. (2020). Creating a culture of participation: Early childhood education and care educators in the face of change. Children & Society, 00, 1–16. https://onlinelibrary.wiley.com/doi/epdf/10.1111/chso.12414

Why TRUE. (2017). TRUETRUE: http://www.truetruebot.com/eng/whytrue

Wiliam, D. (2013). Vloga formativnega vrednotenja v učinkovitih učnih okoljih. V Dumont, H., Istance, D. in Benavides, F. (ur.), O naravi učenja (str. 123–197). Zavod RS za šolstvo.

Williams, A. M. in Reilly, T. (2000). Talent identification and development in soccer. Journal of sports sciences, 18(9), 657–667.

Wormhoudt, R., Savelsbergh, G. J., Teunissen, J. W. in Davids, K. (2017). The athletic skills model: optimizing talent development through movement education. Routledge.

Wyrick, W. (1968). The development of a test of motor creativity. Research Quarterly. American Association for Health, Physical Education and Recreation, 39(3), 756–765.

Xanthoudaki, M., Tickle, L. in Sekules, V. (ur.). (2003). Researching Visual Arts Education in Museums and Galleries. Dordrecht/Boston/London, Kluwer Academic Publishers.

Zachopoulou, E., Makri, A. in Pollatou, E. (2009). Evaluation of children's creativity: psychometric properties of Torrance's ‘Thinking Creatively in Action and Movement’test. Early Child Development and Care, 179(3), 317–328.

Zachopoulou, E., Trevlas, E., Konstadinidou, E. in Archimedes Project Research Group. (2006). The design and implementation of a physical education program to promote children’s creativity in the early years. International Journal of Early Years Education, 14(3), 279–294.

Zajec, J., Videmšek, M., Štihec, J., Pišot, R. in Šimunič, B. (2010). Otrok v gibanju doma in v vrtcu: povezanost gibalne/športne dejavnosti predšolskih otrok in njihovih staršev z izbranimi dejavniki zdravega načina življenja. Univerza na Primorskem, Znanstveno-raziskovalno središče, Inštitut za kineziološke raziskave, Univerzitetna Založba Annales.

Zhao, J., Xiang, C., Kamalden, T. F. T., Dong, W., Luo, H. in Ismail, N. (2024). Differences and relationships between talent detection, identification, development and selection in sport: A systematic review. Heliyon.

Zore, N. in Lepičnik-Vodopivec, J. (2005). Otrok in računalnik v vrtcu. Zavod Republike Slovenije za šolstvo.

Zupančič, T. (2017). Art and artists in kindergarten - assumptions and examples. Acta Academiae Artium Vilnensis = Vilniaus dailąes akademijos darbai, 84, 35–51.

Zupančič, T. in Dudič, D. (2013). Visual art as communication and motivation in the classroom. V V. Janikova in R. Seebauer (ur.), Bildung und Sprachen in Europa, Education and languages in Europe. Lit Verlag.

Zupančič, T. (2001). Likovno-ustvarjalni razvoj otrok v predšolskem obdobju. Debora.

Zupančič, T. (2006). Metoda likovno-pedagoškega koncepta. Zavod za šolstvo.

Zupančič, T. (2014). Aktualni problemi likovnih dejavnosti v predšolskem obdobju. Vzgojiteljica, 16(1) 7–10.

Zupančič, T. (2021). The role of work experiences of art educators in working with artistically gifted students. V J. Herzog (ur.), Giftedness in a variety of educational fields (str. 345-360). Dr. Kovač.

Zupančič, T., Čagran, B. in Mulej, M. (2015). “Preschool Teaching Staff 's Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields”. CEPS, 5(4), 9–29.

Žagar, D. (2009). Psihologija za učitelje. Znanstvena založba Filozofske fakultete.

Žist, D. in Oblak, I. (2004). Razvojna teorija Leva Semjonoviča Vigotskega. Socialna pedagogika. https://www.revija.zzsp.org/2004/04-2-197-226.pdf