Recognition of Pre-kindergarten Teachers for Creativity: Focused on Conceptual Analysis

Abstract

The purpose of this study was to examine the conceptual diagrams of preservice early childhood teachers about creativity in an effort to explore their knowledge of the concept of creativity and its structure. The subjects in this study were 63 selected preservice early childhood teachers in the department of early childhood education in a college located in the city of Busan. The conceptual diagrams drawn by the preservice early childhood teachers were analyzed to find out the number of superordinate concepts, the number of content elements, traits, hierarchy and density. The findings of the study were as follows: First, Received(November 05, 2015), Review request(November 06, 2015), Review Result(1st: November 15, 2015, 2nd: December 17, 2015) Accepted(December 27, 2015), Published(January 31, 2016) 51767, Dept. Early Childhood Education, Kyungnam Univ., 7 Kyungnamdaehak-ro, Masanhappo-gu, Changwon-si, Gyeongsangnam-do, Republic of Korea. email: bmkim@kyungnam.ac.kr 48520, Dept. Early Childhood Education, Tongmyoung Univ., 428 Sinseon-ro, Nam-gu, Busan, Republic of Korea. email: jjy@tu.ac.kr (Corresponding Author) 47011, Dept. Child Care & Education, Busan Digital Univ., 57 Jurye-ro, Sasang-gu, Busan, Republic of Korea. email: sjeom@bdu.ac.kr * 본 논문은 2014년 정부(교육부)의 재원으로 한국연구재단의 지원을 받아 수행된 연구임(NRF-2014S1A5B6035600) Recognition of Pre-kindergarten Teachers for Creativity: Focused on conceptual analysis Copyright c 2016 HSST 214 as for the knowledge of the preservice early childhood teachers on creativity education, the number of superordinate concepts that they used was 278, which were classified into 30 categories. Second, the number of subordinate concepts, hierarchy and trait score were analyzed, and the hierarchy of the most frequent superordinate concepts, the number of subordinate concepts included in the superordinate ones and their trait score were analyzed. Third, the density of the conceptual diagrams ranged from 1.00 to 5.74 which was not that high, and their knowledge of creativity was neither hierarchical nor well organized. That was parallel and not well integrated overall.