유아의 지능과 창의성과의 관계

The Relationship Between Intelligence and Creativity of Children

&nbsp;&nbsp;본 연구에서는 발달의 민감기에 있는 유아들의 지능과 창의성 간의 관계를 살펴봄으로써 적절한 교육적 환경조성과 함께， 창의성 교육프로그램 개발을 위한 기초 자료를 제공하는데 목적을 두었다. 이를 위해 서울시에 소재한 SIGT 영재교육연구원에 내원한 유아 81명을 대상으로 지능검사(K-WPPSI)와 창의성 검사를 실시하였다.<BR>&nbsp;&nbsp;연구 결과， 유아의 지능과 창의성 간에는 전체지능과 도형창의성， 창의적 성격에서 유의미 한 상관관계를 나타낸 반면에 언어창의성과는 상관이 없는 것으로 나타났다. 또한 유아의 지능수준에 따라 도형창의성에서 차이가 나타났으며 연령에 따라서는 동작성 지능의 도형영역 과 도형창의성의 완성도， 주제， 비관습성에서 유의미한 차이가 있었으며 창의적 성격은 호기심이 유의미한 차이를 보였다.<BR>&nbsp;&nbsp;위와 같은 결과는 유아의 지능과 창의성의 균형적인 발달을 위해서는 지능과 창의성수준， 창의적 성격， 연령을 고려한 차별화된 교수-학습 방법과 프로그램 개발의 필요성에 대한 시 사점을 주었다.

&nbsp;&nbsp;This research aims to find relationships between intelligence and creativity among the children who are in a particularly sensitive stage of physical or mental development. From this, a basic data will be processed, which will be helpful for determining an educational condition and the creation of a relevant program.<BR>&nbsp;&nbsp;First, there was a significant relationship in creativity of figure (P＜.01) and characteristic creativity (P＜.05) but there was very little in relation between creativity of language and intelligence. Second, there was a significant relationship between the creativity of figure (P＜.01 and creativity according to the level of intelligence. It indicates that there were high levels of creativity of figure in talented children. However, there was no significant relation between characteristic creativity and the creativity of language. Nevertheless, there was as high a level of creativity as there was of high intelligence in all results. Third, there was partial difference between creativity and intelligence according to age. That means there was difference in figure area among the intelligence(P＜.05) and there was significant difference within perfection, subjection and unconventionality(P＜.001) of creativity of figure among the creativity. In addition there was particularly difference in curiosity(P＜.01) among the characteristic of creativity.