The concept of creativity is determined by different definitions depending on the aspect of looking at the nature of creativity. Contemporary pedagogy takes a position on creativity as a developmental category that is subject to various influences. In the context of an educational institution, during direct action in practice, the educator bears a significant responsibility in the development and stimulation of children's creativity. It is important that the modern educator has the ability to self-reflect on their work with children in all aspects, which enables them to act in the direction of optimal development of children's well-being. The culture of each individual educational institution is subject to various factors that affect the ability of educators to develop creativity in children, in terms of encouraging or hindering it. The aim of this paper was to examine the opinions of educators about the possibilities and challenges in encouraging creativity in children. 74 students of the extraordinary graduate study of early and preschool education at the Faculty of Humanities and Social Sciences in Split participated in the research, of which 35 (47.3%) were students from the first year, and 39 (52.7%) were students from the second year of study. Respondents expressed their opinions and views on the topic in an online survey. A large number of participants did not participate in workshops on the topic of creativity. The influence of the spatial-material and social environment on the stimulation of creativity in children is described by most with concrete positive examples from practice. In the negative examples, most agree that the main factors hindering the stimulation of creativity are the lack of various materials and too many children in educational groups. The educators' suggestions on how to encourage creativity, which they recommend to other educators, refer to the quality preparation of a stimulating spatial and material environment and imagination, enabling an environment in which various artistic activities are encouraged, as well as cultivating a relaxed atmosphere in which the child freely expresses his ideas. In addition to the already mentioned negative factors, educators see the greatest challenges in cooperation with other participants in the educational process, as well as various challenges in their relationship with children; working with gifted children, children's curiosity, children's lack of interest, differences among children. In conclusion, the research within this paper gave a wide range of answers in concrete examples of stimulating and challenging factors that influence the work of educators in the direction of encouraging creativity in children. The above points to the existence of self-reflection in the work of educators, which is the basis for changing one's own beliefs, and thus actions in working with children.