Relationship Between Teachers’ Behavior, Parenl-chiid Interaction And Children’s Creativity In Preschool

To explore the relationship between teachers’ behavior, parent-child interactionand the creativity of preschool children, this study applied classroom assessmentscoring system to observe the teachers’ behavior, and teacher-child relationship scale(teachers reported) to assess the relationship between teacher and children, andParental Authority Questionnaire–Revised(parents reported) to assess the parentingstyle, and Child-Parent Relationship Scale Short-Form (parents reported) to assess therelationship between parents and children, and Creative Assessment Packet-DivergentFeeling (parents reported) to assess children’s creative aptitude, and The FiguralTTCT: Thinking Creatively with Pictures (children reported) to assess the divergentthinking. This study sampled18teachers in class level, and216children in studentlevel. After analyzing cross-sectional data and multilevel data, we found:1. The Pearson product-moment correlation coefficient between divergent andage of preschool children is significantly positive, but The Pearson product-momentcorrelation coefficient between creative aptitude and age of preschool children is notsignificant.2. The classroom assessment scoring system is valid and reliable, and appropriatein Chinese kindergarten.3. The Pearson product-moment correlation coefficient between SES ofchildren’s family and divergent thinking and creative aptitude of preschool children isnot significant. But The Pearson product-moment correlation coefficient betweenpermissive or authoritarian parenting style and risk or challenge of preschoolchildren’s creative aptitude is significantly negative.4. Teachers’ behavior cannot influence the relationship between age and divergentthinking or creative aptitude of preschool children. But the teacher-child conflictioncan significantly suppress the relationship between the age and divergent thinking ofpreschool children. And the teacher-child closeness can significantly suppress therelationship between the age and divergent thinking or creative aptitude of preschoolchildren.5. The classroom organization of teachers’ behavior can significantly strengthenthe relationship between parent-child interaction and preschool children’s divergentthinking. The emotional support of teachers’ behavior can significantly suppress therelationship between parent-child confliction and preschool children’s risk, andsuppress the relationship between parent-child confliction and preschool children’scuriosity.The instructional support of teachers’ behavior can significantly strengthen therelationship between parent-child confliction and preschool children’s risk, andstrengthen the relationship between parent-child confliction and preschool children’scuriosity.And the teacher-child confliction can significantly suppress the relationshipbetween the authoritarian parenting style and creative aptitude of preschool children.The teacher-child confliction can significantly suppress the relationship betweenparent-child confliction and preschool children’s curiosity.6. The teacher-child confliction can significantly suppress the relationshipbetween imaging of creative aptitude and elaboration of divergent thinking ofpreschool children.