This chapter situates the notion of creativity in education, and more specifically in the context of preschools in East and Southeast Asia. The first section elaborates on the role of creativity in today’s society. We begin by discussing the origin of the notion of creativity, its meaning and multifaceted nature, and its relevance across multiple fields of knowledge. We revise some of the most important conceptualizations proposed in recent decades by psychology and education scholars, alluding to the most important components, requirements, and abilities involved in creative behaviours, as well as the strands that determine the emergence of creativity in educational settings. Around the world, creativity is regarded as a highly desirable competency for multiple reasons, including economic factors. Neoliberalism has legitimated creativity by including it as part of the positive social imaginary. National slogans advocate for the promotion of creativity, critical thinking, and innovation, which are seen as critical competencies in the labor market. Despite the importance and widespread presence of creativity in today’s societies, the second section of the chapter argues that creativity is a culturally bound construct. Cultural values, beliefs, and worldviews strongly influence the ways in which societies conceptualize creativity, as well the ways to determine what constitutes creativity and evaluate creative products or ideas. It is therefore inappropriate to seek universally valid definitions for this construct. Creativity in the West tends to be strongly associated with the ideas of originality, novelty, and innovation, while Eastern cultures tend to prioritize the production of final products that are useful, practical, and respond to specific needs. While these are not opposite perspectives, they seem to reflect cultural values that lead to differences in how creativity is fostered in educational settings. In the final section of the chapter, we argue that teachers’ pedagogical strategies to foster children’s creativity should be tailored to the characteristics of each specific socio-cultural context. However, the preschool education literature in East and Southeast Asia does not offer sufficient exemplary case studies on how to foster children’s creativity in culturally situated and responsive ways. Indeed, glocal proposals are lacking in the literature. This edited book, therefore, aims to fill this gap by focusing on creativity in the arts.