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The Relationship between Early Childhood Teacher’s Language Control Type and Creativity and Differences According to the Traits of Teachers

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2017, 7(2), pp.111-126
  • DOI : 10.34226/gcl.2017.7.2.111
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Published : September 30, 2017

최은경 1 Yang Hyejin 2

1아이나라어린이집
2글로벌미래융합교육원

Candidate

ABSTRACT

The purpose of this study was to identify the correlation of early childhood teacher’s language control type and creativity. A survey was conducted toward 150 regular teachers at daycare centers and kindergartens located in Seoul, Incheon and Gyeonggi-do. The results of this study were as follows; first, the imperative and positional attitudes among early childhood teacher’s language control type were negatively correlated to openness and adventure pursuit among creativity. In the case of character attitude, however, it was positively correlated to creativity, despite being at a low level. Second, the group with one of positional and character attitudes being at the high level and the other being at the low level was found to have the highest average in the creativity. The group with higher level of positional attitude was found with lower level of creativity even compared to one with low levels of all attitudes. Third, there were differences in the langage control type depending on the age and career of teacher, but no differences depending on a work place were observed. Fourth, the group of teachers from 20–29 years old was found with higher level of creativity compared to that from 30 to 39 years old. The group of teachers with 5 years’teaching experience or less was found with higher level of creativity compared to that with over 10 years’teaching experience.

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