Abstract:

This research was done to determine the quality level of the pre-school education environment has the impact on the creativity of children. The study’s sample group consists of 6 pre-school classes in 6 independent kindergartens and 117 children who are undergoing education in these classes. The study used the Pre-School Environment Assessment Scale (ECERS) to evaluate the quality of the pre-school educational environments and the Creative Behavior Observation Form to evaluate the creativity of children. In the analysis of the data obtained during the research process, the hierarchical correct modeling (HLM) analysis was used. The study found that the total quality level variation in school significantly influences the creative behavior of pre-school children in the sub-dimensions of flexibility, fluency, originality and enrichment. The study found that in schools where the overall quality level is high, children received higher scores from the lower dimensions of flexibility, fluency, originality and enrichment. It has also revealed that the socio-economic level has significantly influenced children’s creative behavior in the lower dimensions of flexibility, fluency, originality and enrichment. Nevertheless, the child’s school continuation period, gender and age variables have not been statistically significant on the scores that children obtain in the lower dimensions of flexibility, fluency, originality and enrichment.

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