This study examined the relationship between cognitive ability and creativity in early childhood, exploring the parallel multiple mediation effects of peer play interactions. The analysis utilized data from 903 preschoolers collected during the 5th (2012) and 6th (2013) waves of the Panel Study on Korean Children (PSKC). Cognitive ability was evaluated through teacher-observed developmental tasks, while peer play behaviors—such as interaction, disruption, and disconnection—were assessed using the Penn Interactive Peer Play Scale (PIPPS). Creativity was measured using the Korean Figural Creativity Test for Young Children (K-FCTYC; T-score). Additionally, age in months and expressive vocabulary (from the 4th wave REVT) were controlled for in the analysis. A parallel mediation analysis was conducted using Hayes' PROCESS Macro (Model 4) with 5,000 bootstrap samples. The results indicated that higher cognitive ability significantly predicted increased peer play interaction and reduced disruption and disconnection. Furthermore, cognitive ability had a notable direct effect on creativity. Among the dimensions of peer play, only disconnection was found to negatively predict creativity. The total effect of cognitive ability on creativity was significant, while the total indirect effect was not significant. However, a significant indirect pathway through play disconnection was identified, whereas the indirect pathways via interaction and disruption were not significant. These findings suggest that play disconnection uniquely mediates the relationship between cognitive ability and creativity, indicating that social exclusion during peer play hinders the conversion of cognitive resources into creative outcomes. Therefore, interventions should aim to reduce disconnection and foster inclusive play to enhance the development of creativity.
Oh et al. (Thu,) studied this question.