In everyday lessons, there are two approaches available to a teacher who supports children's creative development. One approach involves activities which ask children to create representations of the external world that are "developmentally" accurate. The other approach involves activities which contain structural conflicts designed to inspire children to attempt developmental leaps. In this paper I define these two positions as "to express nature "and" to express the inner self".By defining the scope and sequence of the content of children's creative education with these two approaches in mind, I'll attempt to restructure the teaching content of my lessons.