유아 창의성 계발을 위한 전통놀이 활동 모형 = Traditional Game Activity Model for Early Childhood Creativity Development

다국어 초록 (Multilingual Abstract)

Building activity models using traditional games for early childhood creativity development is considered to be largely effective to the usage of traditional games in educational purposes. Therefore, this research analyzes the meaning and the challenges of creativity, and takes a step further from simple game activities to traditional game activity models for early childhood creativity development by analyzing the necessity of such activities. The traditional game activity models are as follows: First, The activity model consists of seven steps: a situation suggestion, a questioning, a research, an imagining, a preparation, a play, and a complimenting. Second, in a situation suggestion step, we start by showing the children clips and photos relative to the traditional activity to draw their attention, and continue educating them with relative information. Third, in a questioning step, we lead them to ask questions from the clips and photos they have seen from the previous step. Fourth, in research step, we lead them to answer the questions from the previous step by giving them more information. If necessary, continue the research by consulting professionals, books, internet, or nature. Fifth, in an imagining step, build an information grid based on the input from the previous step by seeking the relationships between them. Sixth, in a preparation step, collect and build equipments needed for the traditional game activity. Seventh, in a play step, execute the play as imagined and prepared in previous steps. Eighth, in a complimenting step, discuss the whole process and express what each child have perceived through the activity and give a compliment to each other. This Model gives an overall structure and some of the steps can be extended or omitted depending on the given time. However, the preparation and playing step cannot be omitted, as they are the execution of the traditional activities themselves. When any other steps are omitted, it is recommended that the teacher should give an explanation relative to the step.