• Journal of the Korean Home Economics Association
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• v.48 no.1
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• pp.127-136
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• 2010

The purpose of this study was to investigate the relationships between the young children's creative trait and personality affecting their learning readiness. The participants were 131 young children in kindergartens or nursery schools and their mothers from Seoul, Gyeonggi and Chungnam province. The instruments were the Korea Learning Readiness Test, Young Children's Creative Traits Test, and Young Children's Personality Test. The data were analyzed by one-way ANOVA, t-test, Pearson's partial correlation, stepwise multiple regression, and Scheff$\'{e}$ test by SPSS PC(version17.0) program. The results were as follows. Firstly, there were no significant differences in young children's learning readiness, creative trait and personality by children's age, location, school type, father's age, mother's educational level and mother's job type, while there were significant differences in the creative trait and the subfactor scores of personality by children's sex, father's educational level and parents' job type. Secondly, there was a positive partial correlation(r = .20~.24) between young children's learning readiness and creative trait, while there were no correlations between their learning readiness and personality and between their personality and creative trait. Thirdly, cognitive factor of creative trait and father's educational level did not effectively explain the children's learning readiness.

• Korean Journal of Childcare and Education
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• v.19 no.4
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• pp.73-88
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• 2023

Objective: This study aims to examine the impact of young children's playfulness and self-esteem on their creative personality. Methods: The sample consisted of 332 four- and five-year-old children enrolled in kindergartens and daycare centers in Incheon. Teacher-report measures of playfulness, self-esteem, and creative personality scales were used for data collection instruments. The collected data were analyzed using t-test, analysis of variance, correlation analysis, and multiple regression analysis. Results: Firstly, significant differences were found in all variables based on children's gender, while age and birth order did not show statistically significant differences. Secondly, young children's playfulness and self-esteem were found to have a positive impact on their creative personality. Specifically, among the sub-variables, cognitive spontaneity and humor in playfulness, along with competency in self-esteem, showed relatively higher levels of impact on young children's creative personality. Conclusion/Implications: The study findings emphasize the necessity of comprehensive support systems that foster playfulness and self-esteem to enhance young children's creative personality. This includes providing proper teacher training and a range of instructional materials, along with parental education.

• The Korean Journal of Community Living Science
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• v.27 no.2
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• pp.199-209
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• 2016

This study examined the mediating effects of emotional intelligence on the relationship between mothers' attachments to young children and the creative personality of the children. Pearson's correlations between variables were analyzed, and hierarchical regression analyses were conducted to identify the direct and indirect effects of a mothers' attachments to young children and the emotional intelligence and creative personality of the children. The sample included a total of 228 children aged 4-5 who were attending nursery in Gwangju, Korea. Significant differences were observed by gender and age, but no significant differences were found to be associated with the mother's attachment to the child by age. However, emotional intelligence partially mediated the relationships between the mother's attachment to the child and the child's creative personality. The results suggest that emotional intelligence may edify the creative personality of young child as a mediating response to the mother's attachment.

• Korean Journal of Child Studies
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• v.20 no.4
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• pp.159-177
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• 1999

This study analyzed children's personality types with the use of the Murphy-Meisgeier Type Indicator for Children(MMTIC: adapted for Korea by Kim, 1993) and examined their relationship to the Torrance Tests of Creative Thinking(TTCT-figural, form A) and the Creative Personality Test(CPT: Yim,1997). Subjects were 210 third- and 218 sixth-grade students. Data were analyzed by one-way ANOVA and t-test. Personality types Sensation/Judgment(SJ), Sensation/Perceiving(SP), iNtuition/Thinking(NT) and iNtuition/Feeling(NF) differentiated the eleboration, originality, and flexibility dimensions of creative thinking. There were gender differences in the relation of personality type NF to elaboration and fluency. There were age differences in personality types SP and NF in relation to elaboration. Personality types differentiated between the independence, openness, attachment and adventurousness dimensions of the CPT. Age differences in personality type SP differentiated independence and type NT differentiated attachment dimensions of creative personality.

• Korean journal of child psychotherapy
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• v.12 no.2
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• pp.27-42
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• 2017

This study examined the mediating effects of self-esteem on the mothers' parenting behavior, emotional expression and the creative personality of the children. A survey was conducted in Kwang ju and Chonnam of 259 mothers with children from 3-5 years old. Based on the data, Pearson's correlations between variables were analyzed, and hierarchical regression analyses were conducted to identify the direct and indirect effects of the mothers' parenting behavior, emotional expression and self-esteem on the creative personality of the children. The study found significant correlations among all four variables studied. In particular, self-esteem acted as a partial mediator in the relationship between the mothers' parenting behavior, emotional expression and creative personality of the children. The results suggest that increasing self-esteem in mothers may edify the creative personality in their children.

• Journal of the Korean Home Economics Association
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• v.43 no.12 s.214
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• pp.135-151
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• 2005

The purpose of this study was to examine the influence of father's characteristics on the creativity of gifted preschoolers and nongifted preschoolers. Father's personality, creative personality and parenting self-efficacy were included in father's characteristics. The study subjects were 96 gifted and 180 non-gifted preschoolers and their fathers. Instruments were the Torrance Test of Creative Thinking(Torrance, 1984: Kim et al., 2002), Revised NEO-Personality Inventory(Costa & MaCrae, 1992), What Kind of Person Are You Scale of the Khatena-Torrance Creative Perception Inventory(Khatena & Torrance, 1976: Kim et al., 2004), and Parenting Efficacy Scale(Choe et al., 2001). The results showed that extroversion, healthy ability and disciplined ability of the gifted preschoolers' fathers influenced the children's fluency of creativity, while the disciplined imagination of gifted preschoolers' fathers influenced children's elaborateness of creativity. Regarding non-gifted children, the intimacy of the non-gifted preschoolers' fathers influenced the children's fluency of creativity, the general parenting ability of non-gifted preschoolers' fathers influenced children's abstractness of titles of creativity, the general parenting ability of non-gifted preschoolers' fathers the influenced children's elaborateness of creativity, and general parenting ability and learning guidance ability of non-gifted preschoolers' fathers influenced the children's resistance to premature closure of creativity.

• Korean Journal of Child Studies
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• v.26 no.3
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• pp.77-96
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• 2005

Maternal personality, creative personality, and parenting self-efficacy were included in mothers' characteristics. Participants were 89 gifted and 147 non-gifted preschool children and their mothers. Instruments were the Torrance Test of Creative Thinking(Torrance, 1984; 김영채, 2002), Revised NEO-Personality Inventory(Costa & MaCrae, 1992), What Kind of Person Are You Scale of the Khatena-Torrance Creative Perception Inventory(Khatena & Torrance, 1976; 김영채, 2004), and Parenting Self-Efficacy Scale(최형성 & 정옥분, 2001). Results showed Disciplined Imagination of gifted preschoolers' mothers influenced children's Abstractness of Creativity, General Parenting Ability influenced Originality of Creativity, and Learning Guidance Ability influenced Abstractness of Titles of Creativity. Regarding non-gifted children, the Neuroticism, Acceptance of Authority and General Parenting Ability of mothers selectively influenced children's Abstractness and Elaborativeness of Creativity.

• Korean Journal of Human Ecology
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• v.18 no.3
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• pp.557-570
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• 2009

The purpose of this study is to examine the effects of teachers' creative personality and self-efficacy on their role for young children's creativity improvement. The subjects were 269 teachers who were working at the public or private kindergartens. Measurements consisted of teachers' creativity personality(Park & You, 2000), self-efficacy(Lim, 1999), and teachers' role for young children's creativity improvement(Guliford, 1956). The data were analyzed by t-test, ANOVA, Duncan's post-analysis, Pearson's correlation, hierarchical regression using SPSS 11.0 Program. The results of this research are as follows: first, teachers' creativity personality, teacher's self-efficacy on self-regulation, and the teacher's role for children's creativity improvement had significant differences according to teachers' general background. Second, it appeared that teacher's creativity personality and self-efficacy meaningfully influenced the teacher's role for children's creativity improvement. Teacher's curiosity, and self-efficacy on self-regulation affects teacher's role in improving children's immersion/ durability, flexibility and delicacy.

• Korean Journal of Childcare and Education
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• v.16 no.5
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• pp.1-26
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• 2020

Objective: This study investigated 5-year-old children's developmental levels for creative and social personalities according to gender, and whether participation in STEAM-based unplugged robotic activities can improve their creative and social personalities. Methods: Participants were 5-year-old children (N=125) from 11 child care centers. The experimental group included 29 boys and 24 girls enrolled in classrooms that implemented an unplugged activities curriculum over five weeks. The control group consisted of 38 boys and 34 girls. Data were analyzed using a t-test and analysis of covariance, and Hedges' g was used to measure effect size. Results: First, the participating children's mean scores on creative and social personalities were 3.20 and 3.53 on a 5-point Likert scale, respectively. Girls scored higher than boys in sensitivity-various interests and imagination-playfulness domains of creative personality and all three domains of social personality. Second, children in the experimental group showed improvement in all domains of social personality and the effect size was large. They also improved in three domains (openness-humor, imagination-playfulness, independency-immersion) of creative personality, although the effect size was small. Conclusion/Implications: The results imply that implementing a robotics curriculum with unplugged play activities in early childhood classrooms contributes to 5-year-old children's development of creative and social personalities.

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.109-125
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• 2015

The purpose of this study was to examine the relationships among teachers' conceptions of art education, and children's creative personality by mediating effects of teachers' role of creativity improvement. Participants included 156 teachers and 593 children in kindergartens and child care centers. Results indicated the following. First, the higher teacher's concepts of art education was the higher their role of creativity improvement was and children's creative personality was. Second, teachers' conceptions of art education and their role of creativity improvement were positively influenced by the children's creative personality. Third, the children's creative personality was influenced by the teachers' conceptions of art education and the their role of creative improvement control and the mediating effects of the teachers' role of creative improvement was significant in a partial way. The implication is that the teachers' conceptions of art education may enhance the their role of creative improvement and foster children's creative personality.