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Children'sCreativity experiencesis ina thebasic fieldeducational ofvalue artthat haveshould be fostered and developed from an importantearly role in fostering their holisticage, and healthy growth and development. One of the areas of art belongs to visual arts, which facilitate the development of children's creative potential,abilities visual-spatialin intelligence,the visual sensitivity, imagination, aesthetic perception, and specific artistic expressivefield abilities.simultaneously Theimpacts objectivethe development of their creativity in other areas, i.e. it impacts the development of creative thinking in general. Pre-primary teachers have a significant role in the development of children's creative potential; therefore, the purpose of this research was to examineinvestigate teachers' conceptual beliefs about creativity. In this paper, we present the extentresults of empirical research whose aim was to whichdetermine kindergartenhow teachers implementdefine traditionalcreativity, their views on children's creativity, and moderntheir strategies and teaching methodsrole in preparingfostering andchildren's implementingartistic art activities in kindergarten.creativity. The research includedwas 207conducted participants,on a sample of 70 undergraduate students of early childhood and preschool education at the Faculty of Teacher Education in Zagreb, local branch in Petrinja, and 70 practicing teachers in Croatian kindergarten teachers from the Primorje-Gorski Kotar county, Sisak-Moslavina county, and the city of Zagreb.kindergartens. The questionnaire used in the research included closed and open-ended questions. Descriptive statistics wereinstrument used for basic data analysis.collection was a questionnaire consisting of closed survey-type questions, an ordinal scale, and a five-point Likert-type attitude scale. The answersnon-parametric Mann-Whitney U test was used to the open questions were analysed by extracting key words and grouping them into meaningful categories. The incidence of certain categories was determined, andtest the percentages were calculated regarding the number of respondents. The existence of statistically significant differences in the useperception of certain teaching methodscreativity and fosteringtheir children’s participationrole in visualfostering artsit between undergraduate students of early childhood and preschool education and practicing teachers. The results of the research show that teachers understand their role in developing creativity in children and are aware of the importance of their own creativity in the organization and implementation of educational activities by teachers regarding their place of work was calculated with the χ² test. The obtained results are presented in tables and descriptively. The research results showed that the established approaches in preparing and implementing art activities in preschool prevail within visual arts education.children.
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