earticle

영어

The purpose of this study was to examine the effect of a method of creative teaching and learning using traditional fairy tales on young children's creativity. This study focused on the following questions: 1. Is there effect of a method of creative teaching and learning using traditional fairy tales on young children's creativity(fluency, flexibility, originality)? There were 33 four and five-year-old children attending two kindergartens attached to elementary in Gyeonggi. Experimental group was 17(four-year-ol : 9, five--year-old : 8), Control group was 16(four-year-old 10, five-year-old 6) Experimental group was treated with a method of 5 steps to a creative teaching and learning using traditional fairy tales, while the control group only listened the same traditional fairy tales. This experiment was held total 40 times from May, 4th to July, 10th 2009 5 times a week for eight weeks. Instruments for this study were language creativity test which is a subtest of Cheon Kyeong Won (2000) 'Korean Comprehensive Creativity Test for Young Children', figure creativity test which is also a subtest of Chon Kyeong Won(2000) 'Korean Figural Creativity Test for Young Children'. Data about creativity(fluency, flexibility, originality) were analyzed with M, SD, and t-test using SPSS/PC+ 12.0 program. The results of this study were as follows: First, there was significant effect of a method of creative teaching and learning using traditional fairy tales on increasing young children's creativity between the experimental and control groups, p < .001. second, there were significant effects of a method of creative teaching and learning using traditional fairy tales on increasing young children's fluency (p < .001), flexibility(p < .05), originality(p < .001) between the experimental and control groups.

한국어

본 연구의 목적은 전래동화를 활용한 창의적 교수 학습 방법이 유아의 창의성에 미치는 영향을 알아보는데 목적이 있다. 이를 위해 관련문헌을 기초로 유아에게 적절한 전래동화를 선정하고 이를 바탕으로 5단계의 창의적인 교수 학습 방법을 고안하여 경기도에 소재한 초등학교병설유치원 2개 학급 만 4,5 세 유아 33명을 선정하여 8주간 주 5회씩 총 40회 실시하였다. 연구 결과 첫째, 전래동화를 활용한 창의적 교수 학습 방법을 실시한 실험집단과 전래동화를 들려주기만 한 통제집단 간 유아의 창의성 및 창의성 하위요인인 유창성, 융통성, 독창성에 있어 통계적으로 유의한 차이가 있는 것으로 나타났다. 따라서 창의성과 언어의 결정적 시기에 있는 유아들에게 창의성 향상을 위한 프로그램 개발과 전래동화에 대한 다각적 연구들에 대한 후속 연구가 필요하다.