두줄쓰기 창의기법 적용 동시짓기 활동이 유아의 창의적 능력과 창의적 성격 향상에 미치는 효과

The Effect of a Poem Making Activity using Two-Line Writing Creative Technique on Improving Creative Ability and Creative Personality of Young Children

본 연구는 두줄쓰기 창의기법을 활용한 동시짓기 활동이 유아의 창의적 능력 및 창의적 성격을 향 상시키기에 효과적인지를 확인하는데 목적을 두고, 실험집단과 통제집단 실험설계로 유아 30명을 대 상으로 실험연구를 진행하였다. 연구대상은 서울지역의 어린이집에 재원 중인 만4세 2개 반을 무선 선정하여, A학급 15명을 실험집단, B학급 15명을 통제집단으로 배정하였다. 실험집단에서는 두줄쓰기 기법을 활용한 동시짓기 활동을 적용하였고, 통제집단에서는 누리과정에 기초한 동시감상활동을 하였 다. 그리고 실험 전·후에 유아용 통합창의성검사(이경화, 2014)를 하였고, 집단 간 독립표본 t-test와 공분산분석(ANCOVA)을 실시하였다. 연구결과, 두줄쓰기기법을 활용한 동시짓기 활동은 유아의 창의 적 능력 및 성격 향상에 효과적인 것으로 확인되었다. 따라서 유아교육현장에서 유아의 창의성 계발 을 위하여 두줄쓰기기법을 활용한 동시짓기 활동이 의미 있게 사용되어, 유아를 창의융합인재로 육성 시킬 수 있는 가능성을 시사한다.

The purpose of this study was to verify whether a poem making activity using two-line writing technique was effective in improving creative ability and creative personality of young children. Experimental study was carried out on 30 young children with an experimental group and control group experiment design. The subjects of this study were selected as 2 classes of 4-year-old young children at a daycare center in Seoul. 15 students in the A class and 15 students in the B class were assigned as the experimental group and the control group. In the experimental group, a poem making activity using two-line writing technique was applied, and a poem appreciation activity based on the Nurie process was implemented in the control group. In addition, the integrated creativity test for young children(Kyunghwa Lee, 2014) was conducted before and after the experiment and an independent sample t-test and covariance analysis(ANCOVA) were performed. As a research result, it was confirmed that a poem making activity using two-line writing technique was effective in improving creative ability and creative personality of young children. Therefore, this study suggests the possibility of fostering young children as creativity convergence talented people while a poem making activity using two-line writing technique is used meaningfully in early childhood education fields.