The aim of this thesis was to show the possibilities of encouraging creativity in the early and pre-school education. The paper advocates the idea that early and pre-school education needs to abandon the old paradigm that sees the child as an object and adhere to the new paradigm which puts the child at the center, so a child in kindergarten can become the subject of his own education. Every child hides a creative potential and the task of a kindergarten based on a new paradigm is to develop this potential. The paper supports the idea that kindergarten should be at the service of the child, not reverse. Although a lot of time has passed since 1950 and the events that launched the story of creativity, creativity still represents a complex and unexplored phenomenon. The paper pointed out that the development of divergent thinking is of great importance for the development of creativity and that there are a number of techniques and methods for its development and that are easy to apply in practice. Educators should be aware of the importance of this phenomenon, because their role in promoting creativity is large and therefore they must not forget the daily stimulation of this potential, which may contribute to the development of each individual, and then society as a whole.