Investigation of the relationship between creativity of preschool children and reflective thinking tendencies of teachers

Cicekler Yildiz,Neriman Aral

doi:10.5937/istrped2102405c

Abstract

The aim of the study is to examine the relationship between preschool teachers' reflective thinking tendencies and children's creativity. The study is in general screening model and was conducted with preschool teachers, and normally developing children attending kindergarten, primary school and secondary school in Konya city center in the 2020-2021 academic year. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly according to professional seniority. When the relationship between pre-school teachers' reflective thinking tendencies and children's creativity was examined in the study, a negative and significant relationship was found between open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency, and fluency and originality, which are the sub-dimensions of creativity.

Highlights

The concept of creativity, which was the center of attention and wondered by people for centuries, continues to be important today
When the relationship between the reflective thinking tendencies of preschool teachers and the creativity levels of the children was examined, it is seen that there is a negative and significant relationship between open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being prescient and sincere, profession overview, which are the sub-dimensions of reflective thinking tendency scale, and fluency and originality, which are the sub-dimensions of creativity scale
A negative and significant relationship was obtained between open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being prescient and sincere, profession overview and inquisitory, which are the sub-dimensions of the reflective thinking tendency scale, and fluency, originality and unconventionality, which are the sub-dimensions of creativity scale

Summary

Introduction

The concept of creativity, which was the center of attention and wondered by people for centuries, continues to be important today. Creativity constitutes an important basis in people's lives and development processes (Can Yasar & Aral, 2010). It is not possible to limit the concept of creativity seen in all stages of life and contributing in all areas within a narrow framework. It is very important for children to be innovative and creative in education systems. The concept of creativity was expressed by scientists until today with various interpretations. It is important to create creative environments that form the basis of school systems and educational programs, as the degrees of creativity of all individuals differ from each other (Fazelian & Azimi, 2013; Yildirim Polat, 2019)

Objectives

Methods

Results

Discussion

Conclusion