자연친화적 번스타인의 사고도구 훈련이 유아의 창의성 및 자연친화적 태도에 미치는 효과

Abstract

The Effects of Nature-Friendly Creativity Training on Young Children’s Creativity and Nature Friendly Attitude

Seon-Ryeong Jeong

Early Childhood Education Major Graduate School of Education Pukyong National University

ABSTRACT The purpose of this study was to analyze the effects of nature friendly creativity training on young children’s creativity and nature-friendly attitude. Two research questions were posed: 1. What influence does nature-friendly creativity training exert on the creativity of young children? 2. What influence does nature-friendly creativity training exert on the nature friendly attitude of young children? The subject of this study were 34 young children who attended child care center in Busan. The experimental group participated in nature friendly activities using thinking tools of Bernstein while the comparison group participated in the theme-based activities. The instrument used to evaluate the creativity of the young children was Kim Young-chae(2002)'s Korean standardized creativity test, which was a Korean version of the 2002 revised version of Torrance Test of Creative Thinking: Thinking Creatively with Pictures, Form A. The instrument used to assess the nature-friendly attitude of the young children was Hong Gyeong-ran(2015)'s 15 items that were prepared by adapting and modifying Musser& Diamond(1999)'s CATES-PV(the Children's Attitudes toward the Environment Scale-Preschool Version). Bernstein's thinking tools training was conducted 16 times from June 26, 2017, to August 25, 2017, which components of nature-friendly activities. As for data analysis, ANCOVA was utilized to determine the influence of the Bernstein's thinking tools training constituted by nature-friendly activities on the creativity and nature-friendly attitude of the young children. The findings of the study were as follows: First, the experimental group that participated in the nature friendly creativity training was found to be more positively affected in terms of the improvement of creativity when the group was compared with the comparison group that didn't. Among the subfactors of creativity, there were significant differences in abstractness of titles, elaboration and resistance to premature closure and originality, but no significant differences were found in fluency. Second, the experimental group that participated in the nature friendly creativity training took a significantly better nature friendly attitude than the comparison group that engaged in typical activities according to the monthly plan of the kindergarten curriculum.