| Summary: | To understand the relationship between art teaching strategies and innovative development in preschool children. In this paper, using a sample-control research design, 2 middle classes of a kindergarten were selected as experimental and control classes to test the changes of children on these 5 dimensions after the art teaching was carried out, based on no significant differences in the 5 dimensions of the pre-test of innovative thinking test (drawing), namely originality, fluency, delicacy, title, and contemplation. The k-means algorithm in big data was also used to help analyze the effect of art instruction on innovativeness in preschool children. The k-means algorithm analysis revealed that in comparing between-group and within-group differences, there was a significant difference between the control and experimental classes in originality F of 6.65 and a borderline significant F of 3.94 in the dimension of title abstraction. The F values of fluency, originality, titleless, delicacy, and resistance to premature closure (contemplation) in the time dimension were 13.40, 17.84, 3.57, 21.04, and 14.60, respectively. The results found that the dimensions of fluency, originality, captioned abstraction, delicacy, and resistance to premature closure (contemplation) were significantly higher for the posttest children than for the pretest, and the dimensions of innovativeness were significant for both time and class interactions. Thus, there is a correlation between art instruction and innovative thinking development in preschool children.
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