An important aim of primary science programmes should be to continue to encourage and nurture children in creating their own explanations. As Osborne and Freyberg (1985) contended, the aims of primary science in the early years should start with the children developing explanations for their experiences. The first two of their six developing aims of science education state that primary science programmes should be encouraging children: (1) to continue to investigate things and explore how and why things behave as they do; and (2) to continue to develop explanations that are sensible and useful to them. To achieve these aims primary science education programmes in the early years must include exploratory activities that provide children with rich aesthetic experiences to help them to develop a sense of wonderment and to generate a depth of engagement and anticipation for the learning involved. In this article, the author outlines a number of exploratory activities that he uses with pre-service teacher trainees in introductory primary science education programmes to demonstrate the use of creative activities. The activities are relevant for young and old alike; they all require viewing phenomena through creative perspectives. (Contains 4 figures.)