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for innovative behavior in individuals under certain conditions. (Nadia Halim, 2000: 89) "Studies and research have also proven that the human mind is at its most flexible and moldable in the early years of a child's life, especially before the age of ten. Therefore, it is necessary to intervene as early as possible with children to discover their talents and creativity by providing the appropriate potential and environment and using the necessary methods and means to suit the needs and abilities of these children, providing them with opportunities for excellence and distinction, and having a positive impact on children, teachers, parents, and society as a whole." (Hussein Bashir Mahmoud, 2000: 80) Here we mention that "the child possesses distinguishing characteristics and has his own abilities for creation, creativity, and innovation. (Christian Ratel, translated, 1995: 187) "This is despite the fact that many involved in teaching in the past denied that children could think. (Miller) discussed in his book 'Psychology of Thinking' in 1909, 'When does thinking begin?' He explained that the tendency to use the term 'thinking' as a synonym for 'reasoning' led to an error in understanding a child's ability to think and an overestimation of the importance of receptivity. It seems that much of the confusion arose from the way the observations of these researchers defined the manifestations of innovation. It was not sufficiently recognized that any single test or any area of observation could not cover all sources of mental insight, nor that the same tests and types of observation are not valid or sufficient for all age levels. (Hassan Ahmed Issa, 1994: 295-296)

And after "innovation is a common trait among all young children" (Sayed Sobhi, 1998: 51) "And if we observe how children process, deal with, and handle things in many ways, we will find in that some very innovative manifestations of creative thinking. We can also see other beginnings of creative thinking in a child's use of facial expressions, in their efforts to interpret the facial expressions of others, as well as in the process of distinguishing their body from the environment. Before a child possesses words, they can learn a little through authority or sources of trust (adults). Here, much of this learning is necessarily innovative, because it must emerge from their own activity of assessing problems, making conjectures, testing them, modifying them, and then communicating them in their limited way." (Hassan Ahmed Issa, 1994: 296-297) "All children, regardless of intelligence or the initial level of innovative ability, show a level of innovative thinking beyond the unfolding of their potential." (20) .139, Wesley, 1999