A Study on the Creativity of Young Children as a Function of the Questioning Patterns of Teachers

교사의 질문유형에 따른 유아의 창의성에 관한 연구

The purpose of this study was to investigate sex differences in creativity among young children and differences in creativity as a function of the questioning patterns of teachers. The subjects were 4 teachers and 133 five-year-old children (63 boys and 70 girls). The questioning of teachers were categorized into divergent vs. convergent patterns by 3 trained observers. The TTCT (Torrance Tests of Creative Thinking) was administered to the subjects. Creativity scores on fluency, elaboration, originality, and abstractness of titles differed by questioning patterns. Girls' elaboration scores were higher than boys' as a function of teachers' divergent questioning patterns. Boys' abstractness of titles was higher than girls' as a function of teacher's convergent questioning patterns.