TYPES OF INSTRUCTIONAL MEDIA WHICH CAN ENCOURAGE CREATIVE BEHAVIOR ARE PRESENTED. AT CERTAIN GRADE LEVELS THERE ARE DISCONTINUITIES IN CREATIVE DEVELOPMENT ACCOMPANIED BY LOSS OF INTEREST IN LEARNING. SOME DISCONTINUITIES CAN BE DECREASED OR ELIMINATED BY GUIDED, PLANNED EXPERIENCES IN CREATIVE THINKING. THESE IN TURN CAN BE TRANSLATED INTO INSTRUCTIONAL MATERIALS IN THE FORM OF AUDIOTAPES, TEACHER'S MANUALS, AND EXERCISES. AUDIOTAPES, FILMS, AND OTHER MATERIALS SHOULD BE DEVELOPED TO ENGAGE CHILDREN IN SEQUENCES OF CREATIVE THINKING ACTIVITIES, LEADING TO INCREASINGLY HIGH STAGES OF THINKING. TEXTBOOKS, AND OTHER MATERIALS CAN BE REDESIGNED SO AS TO DEVELOP RESEARCH CONCEPTS AND SKILLS IN YOUNG CHILDREN THAT WILL BECOME TOOLS IN THEIR THINKING THROUGHOUT THEIR LIVES. HONESTY AND REALISM IN PRESENTING THE LIVES OF CREATIVE PEOPLE IS HELPFUL TO CHILDREN'S CREATIVE DEVELOPMENT. KNOWLEDGE CAN BE PRESENTED AS INCOMPLETE, AND STUDENTS CAN BE ASKED PROVOCATIVE QUESTIONS WHICH WILL ENGAGE MORE OF THEIR CREATIVE POTENTIAL. ELABORATION AS WELL AS ORIGINALITY SHOULD BE ENCOURAGED. INSTRUCTION FOR DIFFERENT TYPES OF LEARNERS SHOULD BE INDIVIDUALIZED THROUGH DIFFERENTIATED CURRICULUM MATERIALS. TO KEEP TEXTBOOKS FLEXIBLE AND, SIMULTANEOUSLY, TO DEVELOP CREATIVE SKILLS, LABORATORY MANUALS OR WORKBOOKS SHOULD BE SEPARATE. INSERVICE EDUCATION MATERIALS SHOULD BE DEVELOPED FOR ENCOURAGING CLASSROOM CREATIVITY.