유아 그리기 표현력과 창의성 관계에서 교사-유아 상호작용의 매개효과

Abstract

This study aims to find out the relationship between young children’s drawing expressiveness, teacher-child interaction, and creativity, and to investigate the mediating effect of teacher-child interaction in the effect of young children’s drawing expressiveness on creativity and the effect of young children’s drawing expression on creativity. 1) What are the general trends in young children’s drawing expressiveness, creativity, and teacher-child interaction? 2) What is the correlation between young children’s drawing expressiveness and creativity and teacher-child interaction? 3) What is the mediating effect of teacher-child interaction when young children’s drawing expressiveness affects creativity? In order to solve this research problem, a survey was conducted on early childhood teachers and young children’s who are in charge of the class of 3~5-year-old young children’s enrolled in kindergartens and daycare centers in Gwangju Metropolitan City. The questionnaire was completed by the homeroom teacher, and only 279 copies of the collected questionnaire suitable for research were used as research data. The collected questionnaire data was processed in the following manner using the SPSS 26.0 program. First, frequency analysis was performed to identify the demographic characteristics of the study subjects young children’s and teachers. Second, reliability was measured using Cronbach's α, a reliability coefficient, to verify the internal agreement between the questions of the measurement tool. Third, we identified the Pearson aptitude rate correlation analysis to examine the relationship between young children’s drawing expression, creativity, and teacher-child interaction. Fourth, a three-step mediated regression was used to verify the mediating effect of teacher-child interaction on young children’s drawing expressiveness and teacher-child interaction on creativity and the relationship between young children’s drawing expressiveness and creativity, and a Sobel test was performed to verify statistical significance. The significance level of all analyses was verified on a p<.05 basis. The results of the studies analyzed through data collection are as follows. First, when we examined the tendencies of young children’s drawing expressiveness, teacher-child interaction, and creativity, we first found that both subfactors of young children’s drawing expressiveness were at high levels overall. Next, in teacher-child interactions, the overall average was relatively high, followed by emotional interaction, verbal interaction, and behavioral interaction. Finally, young children’s creativity was highest in sensitivity-diversity, including emotionally sensitive, expressive, and interest in various things around them, followed by independence-immersion uniqueness-curiosity, openness-humor, and imagination-playfulness. Second, the correlation between young children’s drawing expressiveness and teacher-child interaction and creativity was analyzed, and it was found that the total score of young children’s drawing expressiveness, the total score of teacher-child interaction, and the total score of creativity were generally statically correlated. First, there was a significant correlation between young children’s drawing expressiveness and creativity. In other words, it was found that the higher the young children’s drawing expressiveness, the higher the creativity. Next, a correlation analysis between young children’s drawing expressiveness and teacher-child interaction showed a significant correlation. In other words, it can be seen that the better the young children’s drawing expression, the higher the teacher-child interaction. Finally, a significant correlation was found in the correlation analysis between teacher-child interaction and creativity. In other words, it can be seen that the higher the teacher-child interaction, the higher the creativity. Third, the mediating effect of teacher-child interaction on the relationship between young children’s drawing expressiveness and creativity showed that teacher-child interaction had a significant effect as a partial parameter. This indicates that young children’s drawing expressiveness also directly affects creativity, but teacher-child interaction plays a significant mediating role by indirectly influencing the relationship between young children’s drawing expressiveness and creativity. Summing up the results of the above studies, we found that teacher-child interaction is an important variable in influencing young children’s drawing expression and creativity by revealing the mediating effect of teacher-child interaction in the relationship between young children’s drawing expression and creativity. In addition, through this study, basic data for creativity were presented by simultaneously identifying differences between personal characteristics and environmental factors affecting the creativity, and it is of great significance that research on teacher-child interaction, which was insufficient research among environmental factors, and creativity, which received relatively little attention in personal factors, were carried out together. Finally, we hope that the results of this study will positively affect the holistic development of young children’s by making young children’s drawing expressiveness and teacher-child interaction, which have recently been emphasized for the creativity.