Children enjoy the physical sensation of paint dragging across the canvas or squishing clay with their fingers. Are these activities valuable, even if they do not turn into a polished ‘finished’ product? Parents and teachers might find only a ‘finished’ product the proof of ‘successful’ learning. Considering a young child from a developmental perspective, might we expect too much ‘product’ too soon and simultaneously expect too little ‘process’ at all ages? Exactly how does a caring parent or teacher foster creativity and experimentation within a child?