• Korean Journal of Child Studies
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• v.32 no.1
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• pp.141-156
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• 2011

This research centers around an experiment conducted to determine the relative effectiveness of constructivist cooking activities as compared to traditional cooking activities for young children. Forty-six children, aged five years in two kindergarten classes were assigned to a experimental and comparative group. The experimental and comparative group participated in 12 units. The experimental group participated in the constructivist cooking activities, while the comparative group participated in the traditional cooking activities. Analysis of covariance revealed significant differences between the mean scores of the two groups on the posttests for scientific attitudes and creativity, indicating that the children in the experimental group performed significantly better on the tests than the children in the comparative group. The results of this study suggest that such constructivist cooking activities are able to improve the scientific attitudes and creativity of young children.

• Korean Journal of Child Studies
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• v.28 no.1
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• pp.189-204
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• 2007

This research investigated the effect of story-plotting and oral narration activities using wordless picture books upon young children's linguistic creativity and expression. The subjects were 30 children of experimental group and another 30 in the control group at age five. The Korean Comprehensive Creativity Test for Young Children(K-CCTYC; Jeon, 2005) was used to measure linguistic creativity. In addition, Measure Tools for Linguistic Ability(Jang, 1981) was used to measure the linguistic expression. There were significant differences between the two groups in linguistic creativity including linguistic fluency, flexibility, and originality as well as linguistic expression.

• Korean Journal of Child Studies
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• v.26 no.2
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• pp.149-161
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• 2005

The present study examined the effect on children's creativity of using painting masterpieces with activities of physical expression. Subjects were 32 five-year-old kindergarten children assigned to control or experimental groups. The experimental group participated in physical expression activities using painting masterpieces twice a week for six weeks. Figure paintings of such famous artists as Kim Hong Do, Kim Deek Shin, Degas and others were presented by Projection TV in connection with physical movement in the classroom. Creativity was tested by Torrance Tests of Creative Thinking(2002). Results showed that the experimental group exhibited positive change in creativity scores and the sub-areas of creativity(fluency, originality, abstractness of titles, elaboration, and resistance to premature closure).

• Korean Journal of Child Studies
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• v.26 no.3
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• pp.77-96
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• 2005

Maternal personality, creative personality, and parenting self-efficacy were included in mothers' characteristics. Participants were 89 gifted and 147 non-gifted preschool children and their mothers. Instruments were the Torrance Test of Creative Thinking(Torrance, 1984; 김영채, 2002), Revised NEO-Personality Inventory(Costa & MaCrae, 1992), What Kind of Person Are You Scale of the Khatena-Torrance Creative Perception Inventory(Khatena & Torrance, 1976; 김영채, 2004), and Parenting Self-Efficacy Scale(최형성 & 정옥분, 2001). Results showed Disciplined Imagination of gifted preschoolers' mothers influenced children's Abstractness of Creativity, General Parenting Ability influenced Originality of Creativity, and Learning Guidance Ability influenced Abstractness of Titles of Creativity. Regarding non-gifted children, the Neuroticism, Acceptance of Authority and General Parenting Ability of mothers selectively influenced children's Abstractness and Elaborativeness of Creativity.

• Korean Journal of Child Studies
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• v.34 no.4
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• pp.125-141
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• 2013

The following study to enhance children's creativity in the context of diverse cultures and ethnic groups, and utilizes various programs from different countries aimed at 5 year old children with the Nuri framework. The study also seeks to measure pre and post play behaviors, creativity levels, and thinking capabilities of the children, then compare these results with those from a control group. Analysis of the results indicates that children who experienced programs from various countries through a multicultural approach had much higher levels of fluency, adaptability, originality, and imaginative capabilities than children who had not experienced such programs. Among the children's creative play behaviors, intrinsic motive-magination, sensitivity-curiosity, longetivity-concentration, various forms of interest-challenge, and leadership-independence were all found to be significantly higher.

• Korean Journal of Child Studies
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• v.26 no.1
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• pp.61-74
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• 2005

The purpose of this study was to examine the reliability and validity of CIS(Creativity Inventory for Young Students) and its relationship with Torrance Tests of Creative Thinking(TTCT) and What Kind of Person Are You?(WKOPAY). The number of subjects were 523 elementary school students ranging from 4th to 6th grade. All subjects were tested for TTCT, CIS and WKOPAY. The data were analyzed by reliability analysis, bivariate correlation and confirmatory factor analysis(CFA). It was found that the CIS was a reliable and valid measure for creativity. Future research for elaborating CIS was discussed.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.557-570
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• 2009

The purpose of this study is to examine the effects of teachers' creative personality and self-efficacy on their role for young children's creativity improvement. The subjects were 269 teachers who were working at the public or private kindergartens. Measurements consisted of teachers' creativity personality(Park & You, 2000), self-efficacy(Lim, 1999), and teachers' role for young children's creativity improvement(Guliford, 1956). The data were analyzed by t-test, ANOVA, Duncan's post-analysis, Pearson's correlation, hierarchical regression using SPSS 11.0 Program. The results of this research are as follows: first, teachers' creativity personality, teacher's self-efficacy on self-regulation, and the teacher's role for children's creativity improvement had significant differences according to teachers' general background. Second, it appeared that teacher's creativity personality and self-efficacy meaningfully influenced the teacher's role for children's creativity improvement. Teacher's curiosity, and self-efficacy on self-regulation affects teacher's role in improving children's immersion/ durability, flexibility and delicacy.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.5
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• pp.1119-1128
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• 2014

This study was aimed at analyzing the correlation among each factor after finding out the difference between the gifted elementary students of science and general students with their parents' learning involvement, the children's intellectual curiosity and scientific creativity. The results of the study were as in the followings. Firstly, there was a significant difference in the intellectual curiosity between the gifted students and general students. Secondly, there was a significant difference in the parents' learning involvement perceived by the gifted students and general students. Thirdly, there was a significant difference in scientific curiosity of the gifted students and the general students. Forth, as the results of the correlation analysis among the talented child's father's learning involvement, the child's intellectual curiosity and scientific creativity, there was a positive correlation between the father's pursuit for appropriateness and the talented child's special curiosity, and another positive correlation between the father's encouragement for academic improvement and the child's flexibility and originality.

• Korean Journal of Child Studies
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• v.29 no.1
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• pp.293-303
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• 2008

The purpose of this study was to identify the relationships between children's information processing style and creativity. The subjects were 40 5-year-old kindergarten students in Busan. The K-ABC (Kaufman Assessment Battery for Children, 1987) test and Torrance's TTCT were used to examine the relationships between children's information processing style and creativity. This analysis showed no significant correlation between information processing style and creativity. On the other hand, the sequential processing style affected fluency and the simultaneous processing style affected originality, elaboration, and abstractness of titles.

• Korean Journal of Child Studies
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• v.9 no.1
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• pp.63-80
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• 1988

The main purpose of this study was to investigate the relationships of children's creativity to field independence-dependence cognitive style and demographic variables at age 5. The subjects for the present study were 86 five-year-old boys and girls selected from two kindergartens in Seoul and their parents, who replied to the questionnaire about demographic variables. Children were tested in groups, with the Torrance tests of Creative Thinking-Figural, and individually with the Preschool Embedded Figures Test. The data were analyzed by one way ANOVA, t-test, and Pearson's product-moment correlations. Children's fluency and originality in creativity showed significant positive correlations with field dependent-independent cognitive style. There were no significant differences in creativity according to sex. There were significant differences in field dependent-independent cognitive style according to sex. The score of field independent cognitive style of boys were significantly higher than those of girls. Children's creativity showed low correlations with demographic variables.