Our purpose is to offer children tasks so they can make drawings as diverse anddifferent from each other whilst trying to avoid imitation. Achieving this goal involves theincrease of children’s creativity. The paper is theoretically based on the consideration of creativityas the ability to create something new, original, and in accordance with reality (Mihaela Roco,2004; H. Jaoui, 1975; Al. Roşca, 1981; Margaret A. Boden, 1992). The study focuses onexpressive creativity, characterized by spontaneity and unconditioned freedom of expression,skills, all highlighted by the children's drawings. The research hypothesis is that: If students aregiven new information on various opportunities for diversification of a model, they will createmore original drawings. The independent variable is the task preschoolers are given to resolve.The dependent variable is represented by the results of preschool children. The research wasconducted at high preparatory group. The test included specific contents of several areas, such as:mathematics, decorative drawing, and practical skills. Children were involved in four experimentalsituations for comparative purposes, so as to assess the progress registered from one activity toanother. By analyzing the results obtained from the four tests, we note that all the childrenprogressed. They accomplished original compositions, different from each other and from those oftheir colleagues, yet keeping certain common features. All children have the entire range of skillswith which a person can produce new and original products, so their creativity is developed to acertain level; the experimental group includes more children who proved a certain level ofperformance in one or more tests, so there is no single child holding maximum creative potential;hence, each child has some „patterns” or models that he/she reproduces in many of his/herdrawings, nevertheless accomplishing his/her original drawings; having the fact that, each childachieved both successful and less successful designs, we cannot establish an individual steadyprogress; the performance of the experimental group can be correlated with the number andquality of representations that they obtained during activities in kindergarten and elsewhere. Inconclusion, at the end of the research we note that, if preschoolers are given new informationregarding their opportunities to diversify a model, they will create more original drawings. Theresearch is original because it proposes new experimental tests and evaluation grids.