Children are naturally innovative and only need a conducive environment to express their abilities and readiness. Child innovation is characterized by expressiveness, a trait with which a child is born and which can be developed through training. This training makes it more spontaneous, open, outgoing, and alive. (Sayed Sobhi, 1998: 52) Based on the above, the researcher concludes the necessity of developing innovative ability in children from their early stages. "When parents and teachers fail to understand innovative children, rejection of learning and withdrawal from these children may be the result, as the creative child has an unusual desire to learn and explore." (Magdy Abdel Karim, 2000: 16) "If we allow children to enjoy their talents, we will foster self-confidence, inner peace, and respect for the educational process." (Ibid.: 7) Thus, "developing the ability to think innovatively has become one of the educational goals that human societies strive to achieve, through their intentional and unintentional educational programs, especially in developing countries aiming to keep pace with progress and advancement. Torrance emphasized the necessity of understanding and developing the innovative thinking abilities of young children as an important educational goal." (Hassan Ahmed Issa, 1994: 299) "This is confirmed by (Androz), who believes that the legitimate function of education is to discover means to nurture these special abilities (innovative thinking) and provide opportunities for their maximum development." (Hassan Ahmed Issa, 1993: 299) It is worth noting in this context that "innovative and imaginative abilities develop in children and reach their peak between the ages of four and the usual school entry age of six, then begin to decline after school entry. This stage witnesses a degree of regular education and the acquisition of declarative thinking abilities at the expense of transformative thinking." (Nadia Halim, 2000: 94) This should be taken into consideration when teaching a kindergarten child. It is a stage of growth and development where activities characterized by guided freedom can be provided, encouraging the child to discover and fostering new and unusual ideas. These are the activities that develop the child's intellect. This calls for a way to maintain the continuous advancement of a child's innovative abilities, which in turn calls for studying how to develop innovative thinking in kindergarten children, which is the subject of the current research.