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This paper describes the effort to exploit and integrate a programmable robotic game into an activity aimed at fostering the creative thinking of preschool children (4-5 years). The activity was framed by a teaching scenario aimed at attracting children's interest and encouraging them to think creatively. The production of creative ideas by children came through the problem-solving process, the creative problem solving, as it is called. 16 children participated in this experimental intervention. The measurement of children's creativity has focused on only two features of creative thinking, ease and originality. Their measurement was done with a creativity test adapted to the needs of the children of this age group and applied to each separately in two phases: before and after the activity. The four-part creativity test contains questions similar to those found in the Guilford and Torrance tests, as well as part of the MSFM test. The results of the research on the examination of these two features of creativity, ability and originality showed a statistically significant difference compared to their values before and after the intervention. This result demonstrates the ability to cultivate creative thinking through the involvement of children with programming games, ICT products. in education. This experimental intervention also underlines the possibility of integrating ICTs. in environments beyond their digital nature, such as creativity, and on the other hand, the "flexibility" demonstrated by the concept of creativity can be cultivated in combination with any learning object.