The purpose of this study is to develop creative and character education program activities focusing on music activities and to verify the enhancement of the creativity and character (sympathy activities, pro-social activities) for the early childhood. An integrated education of creativity, characte...
The purpose of this study is to develop creative and character education program activities focusing on music activities and to verify the enhancement of the creativity and character (sympathy activities, pro-social activities) for the early childhood. An integrated education of creativity, character, and music activities can expand knowledge, skills, values and attitudes related to creativity and character in the five years old children.
The development of creative and character education programs focusing on music activities is as follows. First, the purpose of this program is to develop basic skills of creativity and character while enjoying the artistic experience process on the basis of sensitivity to surrounding objects or people's. Second, the content elements of music activities consisted of singing children's songs, listening to music, physical expression, and creating songs. Third, the teaching-learning method of this program consists of three levels and six courses. The first stage of introduction consisted of 'exploring', the second stage of development consisted of 'emotion', 'expression' and 'representation', and the third stage of completion consisted of 'evaluation'. Fourth, the evaluation of this study was made up of the assessment of the program, the evaluation of the teaching-learning method, and the five years old child assessment.
To verify the effectiveness of the creative and personality education programs focusing on music activities, 79 five years old children from the national daycare centers located in O-City and H-City were selected. The experimental group (39 five years old children) conducted 16 sessions of creative and personality education programs through music activities for eight weeks by the teacher in charge of each child care center, while the comparative group (40 five years old children) was conducted by the teacher in charge of the child care center. To find out the effectiveness of the program, K-CCTYC, synesthesia and pro-social development tests were conducted. To verify the effectiveness of children's creativity, empathy and pro-socialism by implementing a creative and personality education program focusing on music activities, the data analysis was conducted in advance and postmortem t-verification using the SPSS 18.0 program.
The results of the study showed that first, creative and character education programs centered on music activities have an effect on the creativity of the five years old children. Experimentation and comparison groups all worked in the factors of fluency, flexibility, originality, and imagination, the sub-factor of creativity, but the degree of change was large in the experimental group. Second, creative and personality education programs through music activities were found to be effective in the overall empathy of the five years old children. Among the sub-components of empathy, there was no difference in the area of sadness and mental burden in the experimental group, but there was a difference in the sub-regions of joy and anxiety. Third, creative and personality education programs through music activities were found to be effective in developing pro-social skills of children. Post-score scores in the experimental group showed significant improvement over pre-score scores in terms of personal sentiment control, interpersonal performance and school application ability, which are sub-factor of pro-sociality. In conclusion, a creative and personality education program centered on music activities can be an effective.
The significance of this study is as follows after examining the development and application of creative and character education programs through music activities. First, in this program, creativity and character were approached in an integrated and balanced manner, influencing the development of the five years old children’s creativity, empathy and pro-sociality. Second, this study attempted to promote creativity and character through music activities focusing on character. We can find significance in that we developed creative and character programs that naturally foster creativity and character through music activities, and that we promoted diversity in the teaching media in creative and character education. There is also significance in that the teaching-learning method was proposed to teachers at the site of the early childhood education institution to guide both agitation and creative and character education.
The purpose of this study is to develop creative and character education program activities focusing on music activities and to verify the enhancement of the creativity and character (sympathy activities, pro-social activities) for the early childhood. An integrated education of creativity, character, and music activities can expand knowledge, skills, values and attitudes related to creativity and character in the five years old children.
The development of creative and character education programs focusing on music activities is as follows. First, the purpose of this program is to develop basic skills of creativity and character while enjoying the artistic experience process on the basis of sensitivity to surrounding objects or people's. Second, the content elements of music activities consisted of singing children's songs, listening to music, physical expression, and creating songs. Third, the teaching-learning method of this program consists of three levels and six courses. The first stage of introduction consisted of 'exploring', the second stage of development consisted of 'emotion', 'expression' and 'representation', and the third stage of completion consisted of 'evaluation'. Fourth, the evaluation of this study was made up of the assessment of the program, the evaluation of the teaching-learning method, and the five years old child assessment.
To verify the effectiveness of the creative and personality education programs focusing on music activities, 79 five years old children from the national daycare centers located in O-City and H-City were selected. The experimental group (39 five years old children) conducted 16 sessions of creative and personality education programs through music activities for eight weeks by the teacher in charge of each child care center, while the comparative group (40 five years old children) was conducted by the teacher in charge of the child care center. To find out the effectiveness of the program, K-CCTYC, synesthesia and pro-social development tests were conducted. To verify the effectiveness of children's creativity, empathy and pro-socialism by implementing a creative and personality education program focusing on music activities, the data analysis was conducted in advance and postmortem t-verification using the SPSS 18.0 program.
The results of the study showed that first, creative and character education programs centered on music activities have an effect on the creativity of the five years old children. Experimentation and comparison groups all worked in the factors of fluency, flexibility, originality, and imagination, the sub-factor of creativity, but the degree of change was large in the experimental group. Second, creative and personality education programs through music activities were found to be effective in the overall empathy of the five years old children. Among the sub-components of empathy, there was no difference in the area of sadness and mental burden in the experimental group, but there was a difference in the sub-regions of joy and anxiety. Third, creative and personality education programs through music activities were found to be effective in developing pro-social skills of children. Post-score scores in the experimental group showed significant improvement over pre-score scores in terms of personal sentiment control, interpersonal performance and school application ability, which are sub-factor of pro-sociality. In conclusion, a creative and personality education program centered on music activities can be an effective.
The significance of this study is as follows after examining the development and application of creative and character education programs through music activities. First, in this program, creativity and character were approached in an integrated and balanced manner, influencing the development of the five years old children’s creativity, empathy and pro-sociality. Second, this study attempted to promote creativity and character through music activities focusing on character. We can find significance in that we developed creative and character programs that naturally foster creativity and character through music activities, and that we promoted diversity in the teaching media in creative and character education. There is also significance in that the teaching-learning method was proposed to teachers at the site of the early childhood education institution to guide both agitation and creative and character education.
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