Creativity is identified as the 21^st Century Skills needed for the new economy. Diverse positive developmental outcomes are associated with young children's creativity. Creativity is well documented as not limited to any particular discipline or activity, but most research in the Australian context relates to art, dance and music education. Very little is known to what extent creativity is integrated and implemented outside the expressive arts. Research that links curricular areas and creativity is scarce both in the international arena and within the Australian contexts. In this case-study, I explore how Foundation-preparatory stage children express their creative thinking behaviour across the curriculum within the strategies used by teachers in school classrooms environment. Thirty-five hours of observations, semi-structured interviews, and artefacts data were gathered over five months. Purposive sampling through a local school was selected because the school's motto and mission promulgates partnership that fosters inspiration, innovation, and creativity. Findings reveal that problem-and-project-based learning strategies used in the Investigation lesson immensely aroused children's creative processes. Exploratory thinking, risk-taking, experimentation and being resilient were exhibited in the creative endeavour. Creativity in varying level of occurrence was found exhibited across curriculum but all elements of creativity which is both cognitive and affective were manifested intensely in Investigation lessons. Such engagement is applicable to all educational research, learning and teaching by enabling people to grow ideas together. This offers more informed perspectives around developing creative capabilities across curriculum for researchers, teacher educators and curriculum developers.

创意是确定为21^日世纪技能新经济的需要。各种积极的发展成果与幼儿的创造力有关。创造力不仅限于任何特定学科或活动，而且大多数研究都与艺术、舞蹈和音乐教育有关。很少有人知道创造力在表达艺术之外的整合和实施程度。将课程领域和创造力联系起来的研究在国际舞台和澳大利亚环境中都很稀缺。在这个案例研究中，我探讨了基础预备阶段的孩子如何在教师在学校课堂环境中使用的策略内在整个课程中表达他们的创造性思维行为。在五个月的时间里收集了 35 小时的观察、半结构化访谈和人工制品数据。之所以选择通过当地学校进行有目的的抽样，是因为学校的座右铭和使命宣扬了促进灵感、创新和创造力的伙伴关系。调查结果表明，调查课中使用的基于问题和项目的学习策略极大地激发了儿童的创造过程。在创造性的努力中展示了探索性思维、冒险精神、实验和弹性。发现在整个课程中都表现出不同程度的创造力，但所有认知和情感方面的创造力元素都在调查课程中得到了强烈的体现。通过使人们能够共同发展想法，这种参与适用于所有教育研究、学习和教学。