A Multilevel Analysis of Factors Affecting Kindergartners' Creative Dispositions in Relations to Child-Level Variables and Teacher-Level Variables

Autor/in	Kang, Eun Jin
Titel	A Multilevel Analysis of Factors Affecting Kindergartners' Creative Dispositions in Relations to Child-Level Variables and Teacher-Level Variables
Quelle	In: International Journal of Child Care and Education Policy, 14 (2020), Artikel 11 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Eun Jin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1976-5681
DOI	10.1186/s40723-020-00077-z
Schlagwörter	Kindergarten; Preschool Teachers; Creativity; Student Characteristics; Creative Thinking; Teacher Characteristics; Classroom Environment; Correlation; Curriculum; Teacher Attitudes; Foreign Countries; Environmental Influences; South Korea + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kreativität; Kreatives Denken; Klassenklima; Unterrichtsklima; Korrelation; Curricula; Lehrplan; Rahmenplan; Lehrerverhalten; Ausland; Environmental influence; Umwelteinfluss; Korea; Republik
Abstract	Kindergarteners' creative dispositions are not only affected by their individual characteristics, but also by the organizational creative climate of their kindergartens. Using the Hierarchical Linear Models (HLM), this study examined a correlation between a 5-year-old child's variables (e.g. child's creativity and their perceptions of creative classroom climate), teacher's variables (e.g. the types of kindergarten, teacher's perceptions of organizational creative climate, and teacher's creative dispositions) and child's creative dispositions. The study sample included a total number of 20 kindergarten teachers who teach 5-year-old children and a total number of 195 kindergarteners selected from 10 exemplary kindergartens (i.e. kindergartens recognized by the Ministry of Education in Korea for their outstanding curriculum) and 10 average kindergartens of similar size. The findings of the study are as follows. First, the levels of children's creative thinking and their creative dispositions both were higher in the exemplary kindergartens than those in the average kindergartens. Furthermore, in terms of the levels of teachers' creative dispositions and their perceptions of the organizational creative climate, teachers working in the exemplary kindergartens scored higher than those in the average kindergartens. Next, despite that no direct correlations existed between kindergarteners' creative dispositions and teachers' creative dispositions, kindergarteners' creative dispositions were affected by the types of the kindergartens (e.g. the outstanding curriculum of the exemplary kindergartens) and teachers' perceptions of organizational creative climate. In conclusion, this study indicates the significance of building an organizational creative climate of kindergartens not only for the children but for the teachers to foster children's creative dispositions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01