Abstract: Creative personality refers to the stable and integrated personality traits displayed by individuals when they perform creative activities. The early childhood stage is a critical period for the development of creative personality. In order to explore the influence of mixed-age education and temperament on children’s creative personality, this study used questionnaires to track 238 3-year-old and 4-year-old children for one year, including 134 in the mixed age group and 104 in the non-mixed age group. They were 3 years old (3 to 3.6 years old, M = 3.1, SD = 1.36) and 4 years old (4 to 4.6 years old, M = 4.3, SD = 1.85). The results of the study showed that: (1) Through the independent sample T test, it was found that the scores of creative personality of mixed-age education and non-mixed-age education in the first test were not significantly different (p > .05); the creative personality scores in the second test were different in some dimensions Significantly. The independence scores of mixed-age educated children are higher than those of non-mixed-age children (p < .05); the curiosity scores of mixed-age educated children are higher than those of non-mixed-age educated children (p < .01); The scores of cooperation, self-confidence, aesthetics, and total score were significantly higher than those of non-mixed-age educated children (p < .001); there was no significant difference in gender between the two tests. (2) Compare the creative personality of the mixed-age educated children in the two tests, the novelty, independence, sense of accomplishment, cooperation, self-confidence, sensitivity, curiosity, sense of humor and creative personality in the second test The total scores were significantly higher than the scores in the first test (p < .001); a comparison of the creative personality of non-mixed-age educational children in the two tests showed that the second test was novel, independent, and sensitive The total scores of sex, curiosity, sense of humor, and creative personality were significantly higher than the first test score (p < .001). The scores of cooperation and self-confidence in the second test were higher than those in the first test (p < .01). (3) Mixed-age education is significantly positively correlated with sense of accomplishment, cooperation, sensitivity, curiosity, aesthetics, and creative personality (p < .05); temperament and emotional are related to sense of accomplishment, cooperation, sensitivity, Curiosity, aesthetics, sense of humor and creative personality are significantly positively correlated (p < .05); temperament activity and sense of humor are significantly negatively correlated (p < .01); temperament social inhibition and sense of accomplishment, sensitivity, Curiosity, aesthetics, and total scores of creative personality were significantly negatively correlated (p < .05); temperament responsiveness and concentration were not significantly correlated with creative personality dimensions and total scores (p < .05). (4) Temperament, emotion, activity and reactivity play a moderating role in the relationship between mixed-age education and children's creative personality (p < .001). Research suggests that mixed-age education has an impact on children's creative personality, which is regulated by temperament, emotional, activity, social inhibition and reactivity. This conclusion is conducive to promoting the development of children's creative personality.

Key words: mixed age education, children, temperament, creative personality

摘要： 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：无论幼儿接受何种教育，一年后创造性人格得分都显著提高，混龄教育对幼儿创造性人格的促进作用更显著。气质情绪性、气质活动性以及气质反应性在混龄教育和幼儿创造性人格中起调节作用。

关键词: 混龄教育，幼儿，气质，创造性人格