Creativity as an educational value is a necessary driver of a modern society. Childhood is not just a preparatory phase for a future life, but a life period that has its own value. The National Curriculum for Early and Pre-School Education (2014) promotes precisely creativity as a value that is the foundation of development of a child into a person that takes initiative and it is innovative. Someone who is able to identify, initiate and shape different creative activities and find original approaches to solving various problems by nurturing natural creativity of a child. Creativity makes a set of thought processes, operations and personality traits, and Guilford, accordingly, has two forms of thought-based operations: a convergent and a divergent form. Convergent form of thinking is a reasonable logical concluding and the search for the exact solution of a given task (Guilford 1971, according to Supek, 1987). Furthermore, divergent form of thinking points to the opposite side of convergent thinking and finds as many solutions and results as possible in its process (Sternberg, 2006). This work and research puts an emphasis on divergent - explorative form of thinking by measuring the artistic creativity of children and trying to find out if there is an age difference between pre-school children. In the formulation of the research, the EPoC test of potential creativity was used, which consists of four main domains: convergent, divergent, graphical and verbal. The research was conducted in the kindergarten Olga Ban Pazin in the period from April 4 2018 until May 10 2018 on a sample of N = 30 examinees in two sessions lasting 30 to 45 minutes and in the required weekly spacing. Thirteen five-year-olds, 16 six-year-olds and one seven-year-old were studied. Final results show that there is no statistically significant difference between children aged five and six, concluding that it is necessary to stimulate divergent thinking in children's expressions and to provide additional education for educators.