混龄教育对3~4岁幼儿创造性人格的影响:气质的调节作用

The Effect of Mixed Age Education on Creative Personality of 3~4 Young Children:The Moderating Effect of Temperament

为探究混龄教育和气质对幼儿创造性人格的影响,本研究通过问卷法对238名3~4岁幼儿进行为期一年的追踪研究。结果发现:混龄教育和非混龄教育幼儿的创造性人格都随年龄的增长呈上升趋势发展;相比非混龄教育,混龄教育对幼儿创造性人格总体和部分维度的促进作用更加显著;气质情绪性、活动性和反应性在混龄教育和幼儿创造性人格间起正向调节作用。

Creative personality refers to a stable and integrative personality trait that individuals would exhibit when engaged in creative activities.The early stage of childhood is the key period for the development of creative personality.In order to investigate the effects of mixed-age education and temperament on children’s creative personality,a questionnaire survey was conducted in a sample of 238 children aged 3 and 4 for one year,including 134 children in mixed-age group and 104 children in non-mixed-age group.In mixed-age education,a total of 7 classes were selected,and each class with 3 and 4 years old for mixed-age education at a ratio of 1:1.Using independent sample T test,repeated measurement analysis of variance,and covariance analysis,the results indicated that:(1) Compared with non-mixed-age education,mixed-age education had a more significant role in promoting children’s creative personality,especially for older children.Specific analysis found that cooperative,sensitivity,achievement,aesthetic and the total score were significantly higher than those of non-mixing-age children(p.05).Furthermore,using repetitive measure analysis of variance,this study explored the effect of young children’s age and the measure of mixed-age education time,the results showed that collaborative on the interaction of the age and measuring time significantly,with the development of the time,the score was significantly higher than 3 in 4 years old preschool children(p.05).(2) The creative personality of mixed-age and non mixed-age children is on the rise with the growth of age.All dimensions and total scores of children’s creative personality in the second time were significantly higher than those in the first time(p <.001).(3) There was a positive correlation between emotionality and achievement,self-confidence,sensitivity,curiosity,aesthetic,humor and total score.There was a negative correlation between activity and sense of humor;social inhibition was negatively correlated with the total score of achievement,sensitivity,curiosity,sense of humor and creative personality.Temperament reactivity,attentiveness and creative personality dimensions and total score were not significantly correlated.(4) Temperamental reactivity,emotionality and activity had a positive moderating effect on mixed-age education and children’s creative personality,while temperamental social inhibition and attentiveness had no significant moderating effect.In general,aforementioned results revealed that mixed-age education had a considerable impact on children’s creative personality,which was regulated by temperamental reactivity,emotionality,and activity.This conclusion is conducive to promote the development of children’s creative personality.