Early childhood is a critical period for identifying and developing children’s abilities, yet traditional activity-based assessments often fail to reveal domain-specific potential. Children’s engagement in a particular activity does not necessarily indicate talent in that domain; rather, the thematic content of their interest provides a more accurate predictor of emerging abilities. This study proposes a conceptual framework for a creativity development technology that leverages children’s thematic interests in social-pedagogical activities to identify and nurture their potential. The framework integrates Vygotsky’s sociocultural theory, Piaget’s cognitive development model, national scholars’ contributions, and curricula such as Ilk Qadam alongside international programs like Reggio Emilia and Montessori. Emphasizing thematic interest as a predictor of abilities allows educators to tailor activities that foster intrinsic motivation, support resilience in challenging situations, and guide children toward future professions aligned with their interests and strengths. The proposed approach not only enhances professional engagement but also reduces potential occupational stress, contributing to both individual development and the broader advancement of the field.

Preschool education, Early childhood education, Child engagement

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