The notion of creativity, one of the key concepts in this paper, has been defined in various ways in the literature, receiving increasing attention in the 21st century, and creativity as a process can be implemented in almost all domains of life. The consequence of exploring the notion of creativity and spreading knowledge about it in theory and practice is the complexity and the almost inability to define creativity as a unique construct. Two key, or "fundamental" approaches to creativity are cited: the view of creativity as a trait and the view of creativity as an ability. Children's artistic development begins from an early age. Children explore, model and learn about new materials and give meaning, thereby completely unknowingly meeting their creativity needs, at an age when many would think it impossible. The importance of encouraging the artistic development and creativity of a child is unquestionable from an early age. In order to ensure the best possible conditions and enable the child to develop in accordance with his / her abilities and needs, it is necessary to explore and understand creativity as a process and the connection of the child's artistic development with the development of creativity. This paper explores the correlation between the results of the EPoC Evaluation of potential creativity test of preschool children with the results of the assessment of the artistic creativity of children obtained from parent and preschool teacher surveys. The study is part of a larger study, namely the EPoC Test of Potential Art Creativity, for which submissions were collected in April and May 2018. The study involved 105 children, 105 educators and 49 parents of the children surveyed. Qualitative and quantitative research methodology were used.