The fundamental human right of an individual is to fully enable him to maximize his potential. Slunjski (2013) points out that constant definitions of creativity are manifested in creating or suggesting something new, creating an existing known object with new features or characteristics, designing new features that have not been seen yet and doing something in a completely different way than usual. Maslow (1959, according to Supek, 1987) differentiates the spontaneous creativity associated with the child's play, which is why it is called the primary, unlike the secondary which is manifested in controlled and disciplined activity. Experimental research Guilford (1971) begins to differentiate divergent thinking and convergent thinking. This research puts an emphasis on convergent - integrative thinking by measuring the artistic creativity of children. The correlation between the age of children and the creative domain of convergent - integrative thinking was studied. The measuring instrument used is the EPoC test of potential creativity made by the graphical and verbal domains of vertex - integrative thinking and divergent - explorative thinking. The research was conducted at the Kindergarten Rijeka, the subcentre of pre-school education "Morčić", on a sample of N = 24 respondents, out of which 9 children aged five years and 15 children at the age of six. The results confirm that the EPoC test of potential creativity is appropriate for children aged five and six years, that there is a statistically significant difference between five and six years of age in graphic creativity, verbal creativity, and convergent creativity. Only in divergent creativity there is no statistically significant difference between children and the age. It is concluded that educators need to encourage divergent thinking in the art of expressing children. There is also a statistically significant difference in the increase in visual creativity of children aged five to six years.