In response to the change of knowledge base itself due to the rapid development of modern science and technology and the rapid change of the political, social and cultural paradigm, science education also focuses on cultivating scientific creativity so that learners can find what are new and appropriate through analytic thinking based on scientific knowledge. To have scientific creativity, imagination out of the box is essential, and the use of visual metaphors and image is necessary. On the other hand, the post-modern picture book is intended to transcends and overcome the limits of modernism. Especially, with its characteristics such as parody, nonlinearity, multiplicity, and irony, it, as a medium, presents new perspectives to young children and induce them to exercise their imagination, indicating its relevance to scientific creativity. This study was intended to analyze the contents related to scientific creativity in the post-modern picture books used in early childhood education. The picture books to be used for analysis of contents were selected in two stages. First, 166 picture books used in 62 previous studies were selected. Next. 29 picture books analyzed to include at least more than 1 element for 3 respective areas according to ‘Criteria for Analysis of Early Childhood Scientific Creativity’ were selected. The 29 selected picture books were analyzed both qualitatively and qualitatively. In the quantitative analysis, the frequency and percentage of sub-elements of the area of early childhood scientific creativity were calculated. In the quantitative analysis, the researcher described the content which was considered to be related to the early childhood scientific creativity and read it repeatedly to categorize the characteristic parts. As a result of analysis, it was found that the post-modern picture book included 6 elements of scientific creativity (24.14%) in most cases. And ‘scientific knowledge’ (42.68%), ‘fluency’ (38.46%), ‘thinking power’ (60.47%) appeared most frequently in the element of output, the element of characteristics, and the element of process element, respectively. In the post-modern picture book, in addition to representing the element of scientific creativity through direct writings, the element of scientific creativity was revealed in a direct and indirect manner through pictures. Specifically, ‘fluency’ and ‘thinking power’, ‘fluency and flexibility’, ‘originality’, ‘thinking power’ and ‘imagination’ appeared in a complex manner in the scientific knowledge; and in the picture book of ‘scientific phenomena’ and ‘scientific problem-solving’, respectively. These results suggest that the activities for early childhood scientific creativity can be diversified by the use of post-modern picture books in early childhood education institutions.