이야기 짓기 활동이 유아의 창의성에 미치는 영향 = The Effects of Story-making on the Development of Creativity of Kindergarten Children

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of story-making on the development of creativity of kindergarten children. To achieve this purpose, 52 kindergarten children aged 5 were sampled in Anyang-city and they were assigned to the experimental group and control group. The story-making programmes composed of 12 activities were treated to experimental group for 6 weeks, and the ‘Creativity Test’ were administered to the experimental group and control group for pre-test and post-test.
The collected data were coded and analysed by SPSSPC+ programmes. The t-test was used to analyze the effects of story-making activities on the development of creativity.
The major findings of this study were as follows:
First, it was found that the post-test score of the experimental group(M=29.4, SD=12.6) were significantly higher than that of control group(M=19.1, SD=7.6) in fluency of creativity[t(50)=3.55, p<.001].
Second, it was found that the post-test score of the experimental group(M=17.0, SD=7.2) were significantly higher than that of control group(M=10.9, SD=3.4) in flexibility of creativity[t(50)=3.93, p<.001].
Third, it was found that the post-test score of the experimental group(M=22.2, SD=9.6) were significantly higher than that of control group(M=14.0, SD=7.1) in originality of creativity[t(50)=3.50, p<.001].
Fourth, it was found that the post-test score of the experimental group(M=68.6, SD=28.3) were significantly higher than that of control group(M=44.0, SD=17.3) in total score of creativity[t(50)=3.79, p<.001].
Therefore, it could be said that story-making were effective activities for the development of creativity of kindergarten children.
Following is the result of my analysis of a childhood imagination which was discovered in the procedure of making stories through this study.
First, we can find that children do not consider the basic code of reality and tend to use exaggerated expressions.
Second, children believe that the physical world they live in is on the same line as the one in their stories. Therefore, as for the part of the case which is veiled or unknown, they try to understand by looking at the whole case with their imagination.
Third, when children make stories, the world in the stories is based on what they actually have seen or heard in reality and reflects their direct or indirect experiences.
Fourth, Although children can certainly distinguish the real world from the imaginary one, they still have an expectation of an imaginary world.

목차 (Table of Contents)

• I. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• II. 이론적 배경 = 6
• 1. 이야기 짓기 활동 = 6
• 1) 이야기 짓기의 개념 및 교육적 가치 = 6
• 2) 유아의 이야기 짓기 발달 = 8
• 3) 이야기 짓기 활동방법 = 10
• 2. 창의성 = 14
• 1) 창의성의 개념 = 14
• 2) 유아기 창의성 교육의 의의 = 16
• 3. 이야기 짓기와 창의성 = 18
• 4. 선행 연구 고찰 = 20
• 1) 이야기 짓기에 관한 선행 연구 = 20
• 2) 창의성에 관한 선행 연구 = 21
• Ⅲ. 연구방법 = 24
• 1. 연구대상 = 24
• 2. 연구도구 = 25
• 3. 연구절차 = 26
• 4. 자료처리 = 33
• Ⅳ. 결과 및 해석 = 34
• 1. 이야기 짓기 활동이 유아의 창의성에 미친 영향 = 34
• 2. 이야기 짓기 활동에서 나타난 유아기 상상력의 특징 분석 = 38
• Ⅴ. 요약 및 논의 = 48
• 1. 요 약 = 48
• 2. 논 의 = 49
• Ⅵ. 결론 및 제언 = 51
• 1. 결 론 = 51
• 2. 제 언 = 52
• 참고문헌 = 54
• 부 록 = 59
• ABSTRACT = 82