The study was centred around the connection between preschool surroundings and stimulating divergent and exploratory artistic creativity in preschool children. Expert literature offers various definitions of creativity that are presented in the theoretical framework of this paper. The notions concerning the definitions of creativity by Renzulli and Reis (1985), Petrović Sočo (2000), Kaufman and Beghetto (2009) and Slunjski (2013) are cited in the study. The paper discusses the factors of stimulating surroundings in the context of preschool education. For the purpose of this study, the EPoC potential creativity test was used. This test is also carried out as a part of the OECD project Assessing progression in creative and critical thinking skills in education. The study was conducted at the Faculty of Teacher Education of the University of Rijeka and was one of the first ones in the field of preschool education conducted in the Republic of Croatia. The test was conducted at Rijeka Preschool (Dječji vrtić Rijeka), Potok Early Childhood Education Sub-Centre on a sample of 25 children and was part of a larger study in the Istria and Kvarner area, which covered 105 children and whose results are analysed and discussed in this paper. The aim of the study was to promote testing and evaluation of creativity in preschools for the purpose of developing a better understanding of creativity in preschool children and its measurement; for the purpose of creating appropriate stimulating surroundings in preschool institutions, as well as adapting various programmes and workshops for preschool teachers. The purpose of the study was to conduct the EPoC test at preschools in the Republic of Croatia, thereby initiating a study in a field that previously only included schools, and not preschools. VI The test was aimed at investigating the potential creativity level in children aged five and six years and the level of the divergent-exploratory thinking process in preschool children at the educational establishment. The results obtained were compared with an assessment of the surroundings provided by the preschool teachers from their group. The aforementioned contributes to the drafting of guidelines for further adaptation of the educational programme to the needs of children based on new insights. The involvement of preschool teachers in the study enables a discussion on the topic of adapting the EPoC potential creativity test for preschool children, given the explorative nature of this study. Two hypotheses were confirmed: (1) according to the results of the EPOC potential creativity test, there is a statistically significant difference between children of different ages and (2) there is a statistically significant difference between the subjects of different ages in the assessments of the stimulating preschool surroundings prepared by the preschool teachers. In the analysis of children’s artworks, creativity and originality are discussed in the context of stimulating divergent-exploratory and convergent-integrative thinking.