Kindergarteners’ creative dispositions are not only affected by their individual characteristics, but also by the organizational creative climate of their kindergartens. Using the Hierarchical Linear Models (HLM), this study examined a correlation between a 5-year-old child’s variables (e.g. child’s creativity and their perceptions of creative classroom climate), teacher’s variables (e.g. the types of kindergarten, teacher’s perceptions of organizational creative climate, and teacher’s creative dispositions) and child’s creative dispositions. The study sample included a total number of 20 kindergarten teachers who teach 5-year-old children and a total number of 195 kindergarteners selected from 10 exemplary kindergartens (i.e. kindergartens recognized by the Ministry of Education in Korea for their outstanding curriculum) and 10 average kindergartens of similar size. The findings of the study are as follows. First, the levels of children’s creative thinking and their creative dispositions both were higher in the exemplary kindergartens than those in the average kindergartens. Furthermore, in terms of the levels of teachers’ creative dispositions and their perceptions of the organizational creative climate, teachers working in the exemplary kindergartens scored higher than those in the average kindergartens. Next, despite that no direct correlations existed between kindergarteners’ creative dispositions and teachers’ creative dispositions, kindergarteners’ creative dispositions were affected by the types of the kindergartens (e.g. the outstanding curriculum of the exemplary kindergartens) and teachers’ perceptions of organizational creative climate. In conclusion, this study indicates the significance of building an organizational creative climate of kindergartens not only for the children but for the teachers to foster children’s creative dispositions.

幼儿园的创造力不仅受其个人特征的影响，而且还受其幼儿园的组织创造氛围的影响。本研究使用分层线性模型（HLM），研究了5岁儿童的变量（例如，孩子的创造力和他们对创造性的课堂气氛的感知），教师的变量（例如，幼儿园的类型，教师对组织创造力的感知）之间的相关性。气候，以及教师的创造力）和孩子的创造力。研究样本包括总共20名教5岁儿童的幼儿园老师和从10个模范幼儿园（即 并获得了韩国教育部认可的优秀班级的幼稚园）和10个平均规模相似的幼稚园。研究结果如下。首先，模范幼儿园的儿童创造性思维水平和创造性倾向均高于普通幼儿园。此外，就教师的创造性倾向水平和对组织创造性氛围的理解而言，在模范幼儿园工作的教师得分要高于普通幼儿园。其次，尽管幼儿园儿童的创造性倾向与教师的创造性倾向之间不存在直接相关性，但幼儿园的创造性倾向受到幼儿园类型的影响（例如 模范幼儿园的杰出课程）和教师对组织创新氛围的理解。总而言之，这项研究表明了建立幼儿园组织创新氛围的重要性，不仅对孩子们，而且对于教师来说，要培养孩子们的创造力。