ABSTRACT

This article aims to identify the correlation between early childhood teachers’ ability to foster creativity through free play. A screening model is used in the study. The participants comprised 166 teachers of the foundation (early childhood) phase. The ‘Teacher Roles in Free Play Scale’ and the ‘Creativity Fostering Teacher Index Scale’ (CFTIndex) were used during data collection. Thus, it found that co-player and onlooker-stage manager roles are preferred teacher roles during free play, whereas the least preferred roles are uninvolved and director roles. A correlation test was performed to find the relationship between teachers’ roles in free play and their scores of creativity-fostering behaviours. Accordingly, a statistically significant positive correlation was found between the mean scores of onlooker-stage manager, co-player, and leader sub-scales to teacher creativity-fostering behaviours. Further, there is a statistically significant negative correlation between teachers’ uninvolved role and their creative-fostering behaviour scores. The relationship between teachers’ director roles and creativity-fostering behaviour scores are not statistically significant. Onlooker-stage manager and co-player roles were found to significantly predict creativity-fostering behaviours. The relationship between the teachers’ ages, their professional experiences and class size, and the roles that encourage creative behaviour in free play are not statistically significant.

摘要

本文旨在确定幼儿教师通过自由游戏培养创造力的能力之间的相关性。研究中使用了筛选模型。参与者包括 166 名基础（幼儿）阶段的教师。在数据收集过程中使用了“自由游戏中的教师角色量表”和“创造力培养教师指数量表”(CFTIndex)。因此，它发现合作者和旁观者舞台经理角色是自由游戏中教师的首选角色，而最不喜欢的角色是不参与和导演角色。进行了一项相关性测试，以发现教师在自由游戏中的角色与他们的创造力培养行为得分之间的关​​系。因此，在旁观者-舞台经理、合作者、和领导者对教师创造力培养行为的子量表。此外，教师的不参与角色与他们的创造性培养行为得分之间存在统计学上显着的负相关关系。教师的指导角色与创造力培养行为得分之间的关​​系在统计上不显着。旁观者-舞台经理和合作者角色被发现可以显着预测创造力培养行为。教师的年龄、专业经验和班级规模之间的关系，以及在自由游戏中鼓励创造性行为的作用在统计上不显着。教师的指导角色与创造力培养行为得分之间的关​​系在统计上不显着。旁观者-舞台经理和合作者角色被发现可以显着预测创造力培养行为。教师的年龄、专业经验和班级规模之间的关系，以及在自由游戏中鼓励创造性行为的作用在统计上并不显着。教师的指导角色与创造力培养行为得分之间的关​​系在统计上不显着。旁观者-舞台经理和合作者角色被发现可以显着预测创造力培养行为。教师的年龄、专业经验和班级规模之间的关系，以及在自由游戏中鼓励创造性行为的作用在统计上不显着。