『Global Creative Leader: Education & Learning』 co-published by Soongsil University Gifted Education Research Institute and (non-profit corporation) Global Future Convergence Education Center, publishes novel and high-quality research papers on topics related to creativity, problem solving, fusion, critical thinking, collaboration, and cognitive flexibility in the field of education, reflecting current and academic orientation. Starting with the first issue in August 2011, we introduced excellent research results on education related topics such as general education and curriculum education, human resource development (HRD), lifelong education, and international exchange education, and overall research on creativity, leadership, multiculturalism, and fusion.
Waldorf education views creativity as the most important method to develop individuals’ personal, social and spiritual aspect. Characteristics of Waldorf Early Childhood Education include raising physical foundation for memory, imitation and example as a principle of early childhood education, the importance of rhythm and repetition, and the development of imagination for sensory experiences. In this paper, we explored the implications of Waldorf education for nurturing early childhood creativity. According to this study, play is helpful in the development of creativity of children when children do not follow the instructions of adults, but they play by means of their own needs. In addition, all educational activities should be able to maximize the development of children's imagination. Therefore, any form of play or educational activity that limits children's imagination should be avoided. Finally, like an artist, a teacher should think freely and flexibly.
The purpose of this study was to compare the effects between physical activity based on object control motor and physical expression activity based on visual-perceptual exploration on young children's motor, conflict resolution and space perceptual abilities. Thirty-four young children were included in this study and their average age was 72.44(SD=3.49) months. The experimental group participated in physical activity based on object control motor, while the comparison group participated in physical expression activity based on visual-perceptual exploration for 6 weeks. ‘MPTYC', a ‘conflict resolution ability test’, and a ‘space perceptual ability test’ were used to collect data and an independent t-test was used to analyze the data.
The results revealed statically significant differences between the post-test scores of the experimental and comparison group. The scores of the experimental group in the children's motor, conflict resolution and space perceptual abilities were significantly higher than the scores of the comparison group. This study showed that physical activity based on object control motor effectively promotes young children's motor, conflict resolution and space perceptual ability. It also provided implications about teaching-strategies for physical education for young children.
The purpose of this study was to investigate the mediating and moderating effects of peer relationship, teacher relationship, teacher morale, and school satisfaction on the relationship between the parenting type and career maturity of adolescents. This study used the Gyeonggi-do Institute of Education’s Education Longitudinal study of 7 years(2018, first grade of high school students). The total number of participants was 5,410, with 2,729(50.4%) male students and 2,681(9.6%) female students. Results obtained from the analyses were as follows. First, the parenting type(supervision type) had a positive effects on peer relationship, teacher relationship, teacher morale, and school satisfaction. The more positive the parenting type(supervision type), the more peer relationship, teacher relationship, teacher morale, and school satisfaction were increased. Second, peer relationship, teacher relationship, teacher passion, and school satisfaction partially mediated the relationship between the parenting type and career maturity of adolescents. Third, only teacher passion moderated the relationship between parenting type and career maturity.