The purpose of this study is to examine the effects of early children s artistic experience in science education on creativity, and how such effects appear in each subdomain of creativity. Specific study questions to achieve this purpose are as follows. Experiments for this study are performed to 43 4-year-old children currently enrolled in two kindergardens in Ansan city, Gyeonggi-do. Children were divided into the experimental group of 22 (11 boys and 11 girls) and the control group of 21 (13 boys and 8 girls). The childern in the experimental group experienced artistic program in science education, and the experiment was conducted for 10 weeks from 27 August 2015 to 30 October 2015. Korean TTCT(figure) Test modifies by Young Chae Kim in 2010 was used as a study tool. To verify the study program, a t-test was performed on the increase amount from the post-test scores of experimental and control group to pre-test scores. The results obtained from this study are as follows. There was a difference in creativity bewteen the experience group that experienced artistic program in sceince education and the control group that did not experience those activities (p< 0.05). In other words, early children s artistic experience in science education had a positive effect on the development of creativity In terms of the subdomain, those activities displayed a positive effect on the fluency, originality, and elaboration (p< 0.05). However, they did not affect the abstractness of titles and the resistance to premature closure.