The developmental curves for most of the abilities thought to be involved in creative thinking follow a pattern which is quite different from most other aspects of human growth. For this and other reasons it seems important that teachers, counselors, administrators, and others be familiar with the age-level characteristics of the creative thinking of children and the process by which these abilities develop. It is a well-known principle that teachers who know most about the age-level characteristics of the children whom they teach do a better job of teaching, establish better relationships with children, and enjoy their teaching more than do their less informed colleagues.
In presenting information about developmental phenomena and agelevel characteristics concerning creativity, I would like to review some of the usual cautions about using such data. As with other age-level