Creativity has been associated with right or forehead brain activity or even specifically with lateral thinking.

Some students of creativity have emphasized an element of chance in the creative process.

Another adequate definition of creativity is that it is an "assumptions-breaking process." Creative ideas are often generated when one discards preconceived assumptions and attempts a new approach or method that might seem to others unthinkable.

Children need time for creative exploration, experimentation, and innovation. Many children go through childhood learning only about competition, rules, control, and conformity, and little about the joy of exploration, innovation, and discovery as these elements pertain to acts of creation.

To solve a problem creatively, children need to be able to see a variety of perspectives and to generate several solutions. When working on a problem, children can be tayght to examine their surroundings for "cues" that will help them generate a pool of possible solutions.

Children who are given choices show more creativity than do children who have all choices made for them.

Stimulation through physical environments designed to stimulate the senses can enhance creative problem solving. For example, when shown an object such as our M-Gears, Children will exhaust their first mental images and begin developing ideas from what they see. Looking at the many different possibilities in M-Gears gives them clues in a creative problem-solving method that provides both novelty and variety to greatly aid creativity.