• Korean Journal of Child Studies
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• v.29 no.1
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• pp.373-386
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• 2008

This study investigated predictive power of past experiences in the home environment and motivation styles on later emotional intelligence and creative thinking. Subjects were 80 college students. Results indicated a high correlation between home environment and internal motivation in childhood and emotional intelligence and creative thinking in adulthood. Home environment and internal motivation in childhood affected emotional intelligence in adulthood. Internal motivation in childhood predicted creative thinking in adulthood and was also related to creative home environment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.3
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• pp.1844-1852
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• 2015

The purpose of this study was to identity the mediating effect of emotional intelligence on the relationships between creative home environment and creative personality of young children. The subjects of the study were 225 young children from daycare center in Busan. The results of the study are as follow; first, creative home environment were significantly positively correlated to emotional or creative personality of young children. And emotional intelligence were significantly positively correlated to creative personality of young children. Second, emotional intelligence worked as a part mediation variable between creative home environment and creative personality of young children. According to, this study suggests that the creative home environment during early childhood predict their creative personality. Their emotional intelligence, especially is the impact factor that can mitigate effects of the creative home environment.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.55-70
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• 2007

This study used path analysis to investigate causal effects of creative home environment and emotional and cognitive variables on children's creative thinking and characteristics. the subjects were 233 5- and 6-year-old children, their mothers and teachers in the City of Taegu and Kyungpook Province. Major results were that (1) creative home environment directly affected children's creative thinking, creative characteristics and motivation. (2) Children's motivation directly affected children's creative characteristics. (3) Children's temperament directly affected motivation and indirectly affected children's creative characteristics through motivation. (4) Children's intelligence directly affected knowledge, and indirectly affected children's creative thinking through knowledge.

• Korean Journal of Childcare and Education
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• v.7 no.3
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• pp.259-284
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• 2011

This thesis examined the effects of social demographical variables, multiple intelligences, and creative home environment on the child leadership. Study samples are 5 years old children at the kindergartens located in Seoul and metropolitan areas as well as their parents and (homeroom) teachers. 173 copies were analyzed. Results of this study are as follows: First, in terms of difference of multiple intelligences, creative home environment and child leadership depending on social demographical background, The second child showed significantly different interpersonal intelligence among other multiple intelligences from the first child with regard to the birth order. In terms of mother's education level and creative home environment, mothers with education more than universities showed big difference in family pressure. In terms of effects of total income, the children from families with total income over 4 million won showed significant difference in logical, mathematical, naturalist intelligence. and language intelligence. In terms of creative home environment, significant difference was found with regard to learning environment and child respect. Second, multiple intelligences, creative home environment, and child leadership showed correlated strongly. Third, total income in social demographic variables, language intelligence in multiple intelligences, and family pressure in creative home environment were found to have effects on it. Total income in social and demographical variables and family pressure in creative home environment were found to have effects on it. Interpersonal relation intelligence in multiple intelligences and learning environment in creative home environment were found to have effects on it. Total leadership had effects on family pressure only in creative home environment.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.1-20
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• 2023

Objective: The present study aimed to investigate the sequential mediation effects of creative home environment and preschoolers' playfulness on the relationship between mothers' play beliefs and preschoolers' happiness. Methods: The subjects of this study were 233 preschoolers between the ages of 3 and 5 and their mothers. Mothers were asked to complete a questionnaire that assessed their beliefs about play, the creative home environment they provided, as well as their child's playfulness and happiness. The data collected were analyzed using the SPSS Process Macro program to investigate the sequential mediating effects. Results: The study found that the mothers' play support beliefs were directly associated with their preschoolers' happiness. Additionally, the creative home environment was found to mediate the relationship between the mother's play beliefs and their preschooler's happiness. The children's playfulness was also identified as a mediator in the relationship between the mother's play beliefs and their preschooler's happiness. Furthermore, the findings of this study indicated that the relationship between the mother's play beliefs and preschoolers' happiness was sequentially mediated by the creative home environment and preschoolers' playfulness. Conclusion/Implications: Findings of this study provide insights into the potential development of a parent education program aimed at modifying mothers' play beliefs and the home environment.

• Journal of the Korean Home Economics Association
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• v.44 no.1 s.215
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• pp.1-10
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• 2006

The purpose of this study was to develop a scale to access a creative home environment for preschool children and to examine its validity and reliability. The subjects were 296 children aged 5 to 6 years(148 males and 148 females) and their parents. The methods for data analysis included item analysis, factor analysis for construct validity, Pearson correlations between the rating scale for creative characteristics of preschoolers(RSCCP) and this scale for concurrent validity, and Cronbach's ${\alpha}$ for reliability. The 44 items of the scale were found be satisfactory in terms of item response distribution and item discrimination. Four factors were extracted from the factor analysis: the subscales labelled 'respect for the child', 'enriched learning environment', 'stimulation of independence' and 'family pressure'. The concurrent validity of this scale was accessed by computing the correlation measures of RSCCP with this scale. Most coefficients were significant. Cronbach's ${\alpha}$ ranged from.75 to.86 for the 4 subscales and.85 for the total scale.

• Human Ecology Research
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• v.62 no.1
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• pp.47-58
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• 2024

This study examined the mediating effect of children's school adjustment on the relationship between a creative school environment and children's happiness. For this purpose, an analysis was performed of data from the 12th Panel Study on Korean Children conducted in 2019. The participants were 1,393 fifth-grade elementary school students. Data were analyzed using descriptive statistics, one-way ANOVA, Pearson correlation analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25.0 and AMOS 23.0 programs. The principal results were as follows. Firstly, there were significant positive correlations among creative school environment, children's school adjustment, and happiness. Secondly, the creative school environment significantly affected children's school adjustment and happiness. Thirdly, children's school adjustment had a positive effect on their happiness. Fourthly, the creative school environment had an indirect effect on children's happiness through school adjustment. The results thus demonstrate that school is a social environment that strongly influences children's happiness. Therefore, to improve children's school happiness, it is essential to consider the relationship between a creative school environment and school adjustment.

• Journal of the Korean Home Economics Association
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• v.47 no.3
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• pp.45-54
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• 2009

The purpose of this study is to understand the meanings of formative methods (re-creative expressions, abstractive expressions, conceptual expressions, and adaptive expressions) as they are adapted to fashion design. Re-creative expression is the representation of real objects from nature or the environment, sometimes in a humorous or surrealistic way. Abstractive expression is the use of reconstructed forms extracted from the basic characteristics of natural things, which take on variety of appearances based on the designer’'s creativity and imagination. Conceptual expression refers to the representation of ideas, concepts, and other products of the human mind. And, adaptive expression is a method of design that is focused on function driving the form of clothing. Modern fashion design is a fluid hybrid of these various types of expression that serves as an extension of the designers’' aesthetic values.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.395-417
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• 2022

This study aims to analyze the correlation of creative personality, environment, process, and product as related to scientific creativity for different levels of elementary school students. We evaluated 105 fifth graders' responses to two tests: i) the scientific creativity test for creative process and product and ii) the self-report test for creative personality and environment. In the self-report test, creative personality comprises cognitive and affective personality, and creative environment constitutes home and school environments. To attain a deeper understanding of phenomena that cannot be explained by a quantitative analysis, interviews were conducted with four students who had the highest scores in creative product and four students who had the lowest scores in creative product while having higher-than-average scores in creative process. First, correlation of creative personality and environment were not significant. Second, in the interviews, students who had the highest scores in scientific creativity had common characteristics, namely, the ability to endure current difficulties to achieve future success and the propensity to listen to other people's ideas critically. Third, students who had the highest scores in creativity hailed from families that respected their opinions, whereas students with the lowest scores belonged to families that disregarded or neglected their opinions. Finally, this study specifies the criteria that should be considered for affective and environmental aspects of scientific creativity education.

• Journal of the Korean Home Economics Association
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• v.39 no.9
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• pp.79-93
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• 2001

The purpose of this study is to develop the creative play environments for children. Physical environment is very important for play of child. Play activities of chad depends on materials and resources of physical environment around housing. To achieve the purpose of the study, following research questions are performed: 1) to investigating the play environments and its maintainence in Daejon 2) examining and analyzing the contents, safety, and functions of the playgrounds selected based on above findings 3) suggesting the creating play environments for child. Eighteen playground were selected and evaluated objectively by trainned personnel; the subjects(55children and 39adults) who used the playgrounds evaluated the playground subjectively. The results were as fellows: 1) Playgrounds selected in this study were conventional playgrounds, in which child can only do simple physical activities. The playground has installed fixed equipment in a row, in an effort to utilize whatever space available. However, such places are neither developmentally or economically sound. 2) The playgrounds evaluated in this study were very poor in matter of content, safety, and functions. The playgrounds lacks play materials, equipment, national features, storage, and do not follow national safety guidelines and standards. 3) The playground should offer much wider variety of natural material- textures including grass, dirt, stone, brick, plastic, metal, bark, leaves, sand, water, and a larger variety of plants, gardens, natural areas, and animals.