Developing Creativity through Storytelling at Kindergarten Center in the Effutu Municipality, Ghana

Abstract

The study essentially investigated the use of storytelling activities to enhance children’s creative abilities at a kindergarten center in the Effutu Municipality. The study adopted the quasi experimental design. The simple random and purposive sampling techniques were used to select pupils for the study. A total of sixty-three (63) children were involved in the study. The instruments used was portfolio building and documentary analysis adapted from Torrance (1999) test for creative thinking. The two-way repeated measures MANOVA was used to analyze the data. The pre-test and post-test scores of each group were compared in each of the three teaching methods observed. The results show significant multivariate effects for all the teaching methods ( ﭲ =0.453, F (2, 124) =74.78, p≤ 0.001), E= 0.493. The interaction effects of the three teaching methods were statistically significant. The study further revealed that role play was significantly more effective than the traditional method with a mean difference of (0.242), p≤ 0.001). Another major finding was that video observation was significantly more effective than role play with a mean difference of (1.754, p≤ 0.001) and traditional method with a mean difference of (1.996), p= ≤ 0.001). The study concluded that video observation and role play activities have been found to be very effective teaching methods in enhancing children’s creativity at kindergarten centers since children’s senses are directly involved in the teaching and learning process. The end result is that pupil’s creativity is enhanced. It is recommended that kindergarten centers, curriculum developers and policy-makers should therefore encourage the use of video observation and role play activities at kindergarten centers since it has been found to be useful in the development of children’s creativity.