Exploring the relationship between creative thinking and scientific process skills of preschool children

Abstract

The aim of this study was to explore the relationship between creative thinking and scientific process skills of preschool children. Possible relations were also sought between home environment quality, preschool education duration, gender, and parents’ educational backgrounds and the children’s creative thinking and scientific process skills. The study was carried out based on a correlational research model, one of the quantitative methods. The participants included 70 children aged between 60 and 66 months who were attending preschool. The data collection tools included a demographic information form, Torrance Tests of Creative Thinking Figural Form A, the Scientific Concepts and Scientific Process Skills Instrument for Preschool Students, and the Home Screening Questionnaire for children of 3–6 years of age. It was determined in this study that there was a moderately positive significant relationship between the children’s creative thinking and scientific process skills scores. Additionally, the creativity indicator scores of the children with high home environment quality were found to be higher. It was also determined that the fluency and elaboration scores of the girls were higher than those of the boys and the creative thinking skills scores of the children differed in favor of the children with fathers with higher education levels.