Understanding how children demonstrate creativity assists educators in designing learning experiences that foster this key competency. Frameworks such as the "A-E of Children's Creativity" assist in the analysis of children's creativity, presenting their creative thinking characteristics as five connected processes: agency, being curious, connection, daring, and experimenting. This study included observations of Year 1 children engaging in STEM activities delivered synchronously online by a leading Science Discovery Centre in Western Australia. The children, along with their parents, classroom teacher and the SDC facilitators also participated in a series of semi-structured interviews. Data analysis through the "A-E of Children's Creativity" framework illustrated how along with the five creativity processes, the children demonstrated a sixth process, focus. The children were seen expressing creativity through sustained periods of quiet concentration, along with conversations and collaboration often seen during STEM tasks. This article details the ways the children's focus manifested during the STEM online activities, and the strategies adopted by the facilitators to support them. By advancing our understanding of how children demonstrate their creativity online, these findings are valuable for researchers and educators seeking to provide meaningful learning opportunities for fostering creative thinking.