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Preschool Teachers’ Self-Reported Teaching Performance of Creativity Education and the Metaphorical Image on Early Childhood Creativity

김윤희|이채영|조예원|채도연|민정현
한국유아교육학회 (The Korean Society For Early Childhood Education)|2023.06|International Journal of Early Childhood Education|제29권 제1호|pp. 83-104|DOI 10.18023/ijece.2023.29.1.005

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키워드

창의성creativity메타포metaphorsteaching performance교사 역할수행
주제분류교육학

초록

The purpose of the present study was to explore preschool teachers’ perceptions of early childhood creativity using the metaphorical analysis method, to understand the self-reported performance of these teachers in teaching creativity and the metaphorical image they associate with children’s creativity. We employed the Teaching Performance Scale for Enhancing Creativity in Young Children, developed by Moon (1995), along with an open-ended questionnaire to collect teachers’ metaphors regarding children’s creativity. A total of 211 preschool teachers from across the country participated in the online survey. After analyzing the metaphors for children’s creativity, initially, 21 categories were identified. These categories were then further consolidated into four main themes: ‘divergent thinking,’ ‘malleability’ ‘diverse characteristics,’ and ‘needs for investment.’ The metaphors related to ‘fluency’ and ‘originality’ were prevalent across the high-performing, middle-performing, and low-performing groups. However, there was a difference in the third-most-used metaphors among the different groups. Based on the key findings, the implications for the direction of early childhood creativity education were discussed.

Abstract

The purpose of the present study was to explore preschool teachers’ perceptions of early childhood creativity using the metaphorical analysis method, to understand the self-reported performance of these teachers in teaching creativity and the metaphorical image they associate with children’s creativity. We employed the Teaching Performance Scale for Enhancing Creativity in Young Children, developed by Moon (1995), along with an open-ended questionnaire to collect teachers’ metaphors regarding children’s creativity. A total of 211 preschool teachers from across the country participated in the online survey. After analyzing the metaphors for children’s creativity, initially, 21 categories were identified. These categories were then further consolidated into four main themes: ‘divergent thinking,’ ‘malleability’ ‘diverse characteristics,’ and ‘needs for investment.’ The metaphors related to ‘fluency’ and ‘originality’ were prevalent across the high-performing, middle-performing, and low-performing groups. However, there was a difference in the third-most-used metaphors among the different groups. Based on the key findings, the implications for the direction of early childhood creativity education were discussed.

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