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by Goodenough-Harris). Poznań: Wydawnictwo Naukowe UAM. Hornowski, B. (1982). Badania nad rozwojem psychicznym dzieci i młodzieży na podstawie rysunku postaci ludzkiej (Studies on Psychological Development of Children and Young People Based on Representations of the Human Figure in Drawings). Wroclaw: Ossolineum. Jolley, R.P., Fenn, K., Jones, L. (2004). The Development of Children’s Expressive Drawing. British Journal of Developmental Psychology, 22, 545-567. Józefowski, E. (1999). Książka o książkach (A Book on Books). Zielona Góra: Wydawnictwo WSP TK. Józefowski

can't get there from here"? In J. C. Kaufman & J. Bear (Eds.). Creativity and reason in cognitive development (pp. 316-332). Cambridge, UK: Cambridge University Press. Cropley, A. J. (2010). Creativity in the classroom: The dark side. In A. J. Cropley, J. C. Kaufman & M. A. Runco (Eds.). The dark side of creativity (pp. 297-315). New York, NY: Cambridge University Press. Eccles, J. (1983). Expectancies, values and academic behaviors. In J. T. Spence (Ed.). Achievement and achievement motives (pp. 75-146). San Francisco: Freeman. Flammer, A. (1995). Developmental

: Wydawnictwo Naukowe PWN. Paulus, P. B., Brown, V., Ortega A. H. (1999). Group creativity, In. R. E. Purser, A. Montouri (Eds.) Social creativity , Cresskill, NJ: Hampton Press, Inc. Patton, M. (2002). Qualitative Evaluation and Research Methods , London: Sage. Rottenberg, A. (2005). Sztuka w Polsce 1945-2005 . [Art. In Poland 1945 – 2005]. Warszawa: Wydawnictwo STENTOR. Runco, M. A. (2007), Creativity. Theories and themes: research, development, and practice . Academic Press. Szmidt, K. (2013), Pedagogika twórczości . [Pedagogy of Creativity]. Sopot: Gdańskie

References Arsenio, W. F., Cooperman, S., & Lover, A. (2000). Affective predictors of preschoolers aggression and peer acceptance: Direct and indirect effects. Developmental Psychology, 36(4), 438-448. Astington, J. W. (1993). The child’s discovery of the mind. Cambridge, MA: Harvard Astington, J. W., & Jenkins, J. M. (1995). Theory of mind development and social understanding. Cognition & Emotion, 9(2-3), 151-165. Bacigalupa, C., & Wright, C. (2009). “And Then a Huge, Huge Giant Grabbed Me!” Aggression in Children’s Stories. Early Childhood Research and Practice

, M., Lubart, T. (2015). Creative potential in educational settings: Its nature, measure, and nurture. Education 3-13 , 43 , 371-381. Beghetto, R. A. (2007). Ideational code-switching: Walking the talk about supporting student creativity in the classroom. Roeper Review , 29 , 265-270. Beghetto, R. A., & Plucker, J. A. (2006). The relationship among schooling, learning and creativity: “All roads lead to creativity” or “You can’t get there from here” (pp. 316-332). In J. Kaufman, & J. Baer (Eds.), Creativity and reason in cognitive development. New York

. Barbot, B., & Lubart, T. (2012). Adolescence, créativité et transformation de Soi. Enfance , 299-312. Barbot, B., Lubart, T. I., & Besançon, M. (2016). “Peaks, Slumps, and Bumps”: Individual Differences in the Development of Creativity in Children and Adolescents. New Directions for Child and Adolescent Development , 151 , 33-45. Barbot, B., & Tinio, P. P. (2015). Where is the “g” in creativity? A specialization–differentiation hypothesis. Frontiers in Human Neuroscience , 8 , 1041. https://doi.org/doi:10.3389/fnhum.2014.01041 Beghetto, R. A. (2014). Creative

House. Heathcote, D. & Bolton, G. (1995). Drama for learning: Dorothy Heathcote’s mantle of the expert approach to education. Portsmouth: Heinemann. Isaksen, S.G., Dorval, K.B., Treffinger, D.J. (1994). Creative approaches to problem solving. Dubuque: Kendall/Hunt. Kielar-Turska, M. (2000). Rozwoj czlowieka w pelnym cyklu zycia [Development of a human in a full life cycle]. Gdansk: GWP. Kohlberg, L. & Mayer, R. (2000). Rozwoj jako cel wychowania [Development as a goal of education]. In Z. Kwiecinski (Ed.), Alternatywy myslenia o/dla edukacji [Alternatives thinking

REFERENCES Alfonso-Benlliure, V., & Santos, M. R. (2016). Creativity development trajectories in Elementary Education: Differences in divergent and evaluative skills. Thinking Skills and Creativity, 19 , 160-174. http://dx.doi.org/10.1016/j.tsc.2015.11.003 Alpaugh, P. K., Parham, I. A., Cole, K. D., & Birren, J. E. (1982). Creativity in adulthood and old age: An exploratory study. Educational Gerontology, 8, 101-116. Ayman-Nolley, S. (1992). Vygotsky's perspective on the development of imagination and creativity, Creativity Research Journal , 5 (11), 77

References Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview Press, Inc. Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43, 997-1013. Block, J. H., Block, J., & Harrington, D. M. (1987). Testing Aspects of Carl Roger’s Theory of Creative Environments: Child-Rearing Antecedents of Creative potential in Young Adolescents. Journal of Personality and Social Psychology, 52, 4, 851-856. Bloom, B. S., & Sosniak, L. A. (1981). Talent development. Educational

References Akin, Ö. & Akin, C. (1996). Frames of reference in architectural design: Analysing the hyper- acclamation (Aha!). Design Studies, 17(4), 341-361. Basseches, M. (1984). Dialectical thinking and adult development. Norwood, NJ: Ablex Basseches, M. (1989). Dialectical thinking as an organized whole: Comments on Irwin and Kramer. In M. L. Commons, J. D. Sinnott, F. A. Richards, & C. Armon (Eds.), Adult development: Comparisons and applications of developmental models (pp. 161-178). New York: Praeger. Blouin, P. S. & McKelvie, S. J. (2012). Postformal