Fire guts out in a classroom with a teacher and 7 year old children. Everybody starts rushing through the door resulting in a stampede. A child quickly runs to the window and uses that for escape. Such display of intelligence displayed by the child is referred to as creativity. Defining creativity, much as describing intelligence, is difficult to do. Creativity is a term that is open to many interpretations. Creativity is more than art, music and poetry; it is much broader and more encompassing than just the arts. Creativity is more about a thought process; it is about having a questioning mind, an exploring mind, and a mind that embraces imagination and new ideas. An interesting painting, a thought provoking writing, a unique comment, these may be examples of creative work, but the decision people make as they paint, sculpt, write and think are at the core of the creative process. Creativity is the ability to produce ideas that are both novel and valuable. The forms for creativity vary by culture. Samoan culture encourages creativity in dance, Balinese culture in music, the Africa Ashanti culture in wood carvings (Lubart, 1990). In each, creativity means expressing familiar themes in novel and valuable ways. Creativity creates balance and order, it gives a sense of control over external word, it helps make something positive out of a loss, bad experience or depression, maintains an individual’s integrity, helps make thoughts and feelings clear among others. Children who amaze their teachers with unusual responses to questions or display a keen sense of humour are thinking creative. Even children who are non conforming and unpredictable are thinking creatively. Because creative thought often goes against the set rules of a strict classroom or home, adults may be irritated by a creative child forgetting that all children will become adults who will make a difference