Growing Creative Talent for the Fourth Industrial Revolution: Focusing on Early Childhood Educational Site
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This study aims to uncover the perception and effort of early childhood educational sites for growing creative talent for the Fourth Industrial Revolution. Seventy-one teachers from kindergartens and childcare centers were surveyed on the topic of “creativity education.” Based on the survey results, focus group interviews with eight experts were conducted. The results show that, first, kindergartens and childcare teachers considered children’s creativity of important educational value, but were not familiar with most creativity education methods. The main problems were the lack of information on new educational methods and the limitation of human resources and material environments at the centers. Second, it was considered necessary to expand the concept of children’s creativity as viewed by the childcare educational site. Children’s creativity should be assessed by “cause” than its “result.” A minimum of knowledge and experience can lead to creative ideas for problem-solving, and hence a certain level of intelligence is essential for creativity development. Third, it is important that teachers be clearly aware the children’s creativity and form a creative and acceptable classroom atmosphere. I expect this study to have implications for the development of creative talents in child studies and early childhood education.
Abstract
This study aims to uncover the perception and effort of early childhood educational sites for growing creative talent for the Fourth Industrial Revolution. Seventy-one teachers from kindergartens and childcare centers were surveyed on the topic of “creativity education.” Based on the survey results, focus group interviews with eight experts were conducted. The results show that, first, kindergartens and childcare teachers considered children’s creativity of important educational value, but were not familiar with most creativity education methods. The main problems were the lack of information on new educational methods and the limitation of human resources and material environments at the centers. Second, it was considered necessary to expand the concept of children’s creativity as viewed by the childcare educational site. Children’s creativity should be assessed by “cause” than its “result.” A minimum of knowledge and experience can lead to creative ideas for problem-solving, and hence a certain level of intelligence is essential for creativity development. Third, it is important that teachers be clearly aware the children’s creativity and form a creative and acceptable classroom atmosphere. I expect this study to have implications for the development of creative talents in child studies and early childhood education.
참고문헌 (12)
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