earticle

영어

This study was to investigate how the SCAMPER technique utilizing animations can affect enhancing creativity of young children. For the purpose, following research questions were set up. 1. How does the SCAMPER technique used with animation watching affect creativity of young children? 1-1 How does the SCAMPER technique used with animation watching affect fluency of young children? 1-2 How does the SCAMPER technique used with animation watching affect flexibility of young children? 1-3 How does the SCAMPER technique used with animation watching affect originality of young children? 1-4 How does the SCAMPER technique used with animation watching affect imagination of young children? The study was conducted with 40 children aged 5 who attend two kindergartens in Incheon. The children are divided into tow group, the experimental group and the control group. The former consists of 20 children (11 boys and 9 girls) from the kindergarten attached to Y Elementary School, and the latter is composed of 20 children (11 boys and 9 girls) from the kindergarten attached to B Elementary School. This study adopts 'The Comprehensive Creativity Test for Young Children' by Jeon Gyeongwon (2000), which is a test tool for creativity of young children of age 4-6 and consists of four sections, fluency, flexibility, originality, and imagination. For this study the SCAMPER technique used with animations was used four times weekly for 10 weeks from March 30 to June 5 in 2009. In order to examine the result from the two different groups, this study adopted t-validation in analyzing the data, Results of this study were as follows. First, the SCAMPER technique used with animations has positive effects on creativity of young children. Second, the SCAMPER techniques used with animations has positive effects on fluency of young children. Third, the SCAMPER technique used with animations has positive effects on flexibility of young children. Fourth, the SCAMPER technique used with animations has positive effects on originality of young children. Last, the SCAMPER technique used with animations does not have any positive effects on imagination of young children.

한국어

본 연구의 목적은 애니메이션 비디오 감상을 활용하여 고정된 개념이나 법칙에 얽매이지 않고 창의적 사고를 신장시킬 수 있는 스캠퍼 기법을 적용한 활동을 함으로써 유아의 창의적 사고를 돕고 새로운 아이디어를 창출해 내는 창의성에 어떠한 영향을 주는지 알아보고자하는 것이다. 본 연구의 대상은 인천광역시에 소재한 실험집단은 Y초등학교 병설유치원 만 5세 유아 20명이며, 통제집단은 B초등학교 병설유치원 만 5세 유아 20명으로 하여 하였고 연구도구는 유아의 창의성을 알아보기 위해 전경원(2000)이 개발한 만 4~6세 유아를 대상으로 한 ‘유아 종합 창의성 검사’를 사용하였으며 실험처치를 위한 애니메이션 비디오 감상을 활용한 스캠퍼 기법은 10주간 주 4회 실시하였다. 자료의 처리는 연구 문제에 따라 실험집단과 통제집단 간의 차이를 알아보기 위하여 t검증을 실시하였고 본 연구의 결과는 애니메이션 비디오 감상을 활용한 스캠퍼 기법이 유아의 창의성에 긍정적인 영향을 미쳤다.