Creativity is a term that has multiple meanings, it is thought process of creating something new, original, and the ability, a skill that allows, causing productivity. For develop creativity in an early age it is required educated preschool teacher who will not obstruct child's creativity with their action but develop. Research shows that students-future preschool teachers already at the college have a wish to deepen knowledge through more practical exercises on a different artistic areas, and better knowledge of the techniques in the study program, and in the area of teaching methods of art education they would like to deepen their knowledge about creating artistic-methodical games (Blašković, Novaković, 2013). Professional competence of preschool teachers at artistic area includes knowledge of art theory and art, artisticcreative process, understanding artistic development of children and methodical appropriate planning of art activities. The aim of this study was to examine the opinion of preschool teachers about creativity, the role of preschool teachers in encouraging the development of children's creativity, ways of planning and doing art activities, questions about the self-assessment of knowledge of the art and preschool teachers' opinions about the need for additional education on the artistic area. The results obtained by questionnaire tells that preschool teachers are aware of their role in development of children's creativity and most of them feel the need for improving their knowledge but are not aware that with their access they obstruct that development. Except the questionnaire, we observed children's art activities, environment in which children are and actions of preschool teachers during art activities. Following art activities in kindergarten, it was observed that preschool teachers give children a simplified form, ready-made products that 'facilitate' children artistic expression and presentation of their own experience of the world around them thus denying children show their own vision of the world or their imagination. Also, children's environment is full of stereotypical representations drawn and set out by preschool teachers. In the room, where children spend most of the time, are exposed children's drawings that other children often copied.