Some of the conceptual and methodological problems in identifying and measuring creativity in young children are presented. Among the issues raised are: (1) the prediction of validity of creativity tests, (2) the problem of predicting adult creativity from evidence of childhood creativity, and (3) the need to identify and adequately measure the various components of creativity rather than grouping these components under the rubric "creativity," and (4) the need to discover the relationships among the various components of creativity.
