The present research involved two studies that investigated the creativity development of Chinese children and young adolescents (9-14 years old). It was hypothesized that family socio-economic status (SES), perceived parenting (e.g., parental autonomy support, involvement, and overcontrol), and after-school activities contribute to the development of creativity. Study 1 showed that self-rated creativity (mini-c) was positively associated with children's perceived parenting and SES, whereas expert-rated creativity (little-c) and teachers' rated creativity was positively associated with academic achievement. Study 2 replicated and expanded Study 1 by involving a larger sample and adding factors from the parents' perspective and new measurements of creativity. Study 2 found that children's perceived parenting and SES were the most significant contributors to the mini-c, followed by age. In terms of little-c, the most significant contributor was children's age, followed by children's perceived parenting and SES. Moreover, participation in after-school activities played a critical role in the development of creativity, as represented by both little-c and mini-c. The implications of this study are discussed.