An article in preparation for a magazine for parents plans to ask in its title, “Oh no. Where did all the creativity go?” (Hoyt, in preparation). Young children seem full of curiosity, spontaneity, imagination, and expressiveness. But during the school years these qualities seem to decline, according to the article. Psychological researchers who study creativity also have pointed to a decline. ... [Show full abstract] Although there is no single, generally agreed-on measure of creativity in children, investigators from different traditions using different ways of measuring creativity seem to agree that during the school years, creativity scores tend to fall. This entry explores this apparent drop in creativity first by looking at definitions of creativity and attempts to measure it in children. Next, the issue is examined in developmental and cultural context. Finally, descriptions of the phases of the creative process provide a basis for suggesting strategies to promote creativity in school children.