Creativity and Intelligence in Preschoolers

Abstract

This study examined the relationship between creativity and intelligence in preschoolers. Four hundred and ninety-six children for whom parents were seeking admission to a program for bright or gifted preschoolers in a midwestern city participated. All children were given the Thinking Creatively in Action and Movement Scale; 72 children were given the Slosson Intelligence Test, 354 were given the L-M edition of the Stanford-Binet Intelligence Scale, and the remaining 70 children were given the Stanford-Binet Fourth Edition. Results indicated that creativity was significantly related to intelligence when IQs were less than 120 but was not related at higher levels. However, the practical significance of the significant relationships was small. The implications of the findings for the development of programs for gifted or talented preschoolers are discussed.