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This report describes a study of how educationalists, from one preschool group, approach to and respond to children ?s creative activity in preschool. To answer the survey ?s purpose I used four research questions, which is the following:-What function do the educationalists give the creative activity in the working?-How do they see the importance of thecreative activity for thechild and its development?-How doeducationalists considerthat theyrespond to the child's creative activity?-Is thereany norms surrounding creative activity in preschool?The theoretical base of the study is rooted in the sociocultural perspective, where creative activity and visual arts can be seen as mediating cultural tools. The method is a qualitative interview of five preschooleducationalists. The conclusion is that these educationalists works with creative activity in aconsciousway, as they for instance seize the communicative function which takes place in the creative activity and visual arts. They use this function to create conditions for children ?s development and learning. They also see the function of processing expressions, and the link to play and imagination. In their work with creative activity they seem to have an agreement about the process as a central part, while it in contrast to this seems like the children is mostly focusing at the motive. The creative activity also seemsto be tightly linked to culture, in several ways, both societal and local. And the experience from home seems to be important. The conclusion also shows that the creative activity in preschool really is surrounded by norms. Which shows up to depend on, for instance, children ?s gender. But the norms also showto differ between adults and children, where they lean in different directions regarding to intentions and taste.

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