THE EFFECTS OF TWO TECHNIQUES FOR TEACHING CHILDREN'S LITERATURE TO SAMPLES OF FIRST-GRADE CHILDREN WERE INVESTIGATED. THE EXPERIMENTAL TREATMENT WAS BASED ON LAWRENCE KUBIE'S MODEL OF THE CREATIVE PROCESS. THE CONTROL GROUP RECEIVED THE CONVENTIONAL PRESENTATION OF CHILDREN'S LITERATURE WITHOUT KUBIE'S EMPHASIS ON METAPHORICAL AND PRECONSCIOUS SYMBOLISM. THE HYPOTHESES TESTED WERE THAT THE EXPERIMENTAL GROUP WOULD PERFORM BETTER THAN THE CONTROL GROUP ON MEASURES OF FLUENCY, FLEXIBILITY, ORIGINALITY, RECALL, AND ANALOGY-MAKING. THE GROUPS DID NOT DIFFER SIGNIFICANTLY, BUT THE AUTHOR STATED THAT THE DATA SUPPORTED THE NEED FOR FURTHER INVESTIGATION. (JK)