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Development of the child’s creativity is recognized as one of the main objectives in education. Our study aimed to investigate the relations of the objective and subjective indicators of creativity with intellectual and personal variables in 240 primary school children (aged 7-8 and 9-10). We used Teachers' Checklist of children’s abilities; The Torrance Test of Creative Thinking; Group Inventory for Finding Talent; Cognitive Abilities Tests; school achievement. The results show positive correlation between the teachers' ratings of intelligence and creativity in both ages, but not between the intelligence and creativity test-scores. The teachers' creativity ratings also did not correspond to the pupils’ creativity self-estimates because the teachers mostly orientated towards intellectual abilities and work organization skills of the children. The data demonstrate the need to integrate subjective and objective information to evaluate multifaceted children’s creativity.    Keywords: creativity;  intelligence; school children; teachers;

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The article analyzes the foreign publications for the last five years on the research of anxiety, its different types and their relationship with cognitive abilities, academic achievements, emotional and social development of schoolchildren. The main attention is paid to studies of the anxiety in intellectually gifted children as well as the contradictions in ideas about giftedness as a special vulnerability to problems or as a resource for their successful overcoming. These contradictions emerge mainly due to differences in the definitions of giftedness and gifted children. It is shown that intellectually gifted children face the same age-related development problems as their peers, and cope with these problems no less, and sometimes even more successfully. At the same time, the recognition of unique problems for intellectually gifted children that are associated with increased anxiety and other emotional disorders, as well as the need for psychological support, is emphasized.

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