Isolated examples of creative adaptation show that Jean Piaget's theories of childhood development provide the conscientious teacher with a veritable warehouse of innovative and thought-provoking principles with which to construct a meaningful foundation of language arts experimentation. The elementary Piagetian principles for evoking creativity and fostering creative thinking in the language arts classroom appear to revolve around the use of "structured" games, such as those exploring a child's understanding of space, time, and causality. Other structured games that might be useful in language arts experimentation include activities that promote spontaneous actions performed on selected objects and exercises that associate "egocentric speech" with the development of basic verbal communication skills. What is needed is more exploration incorporating Piaget's theories into classroom games and more translation of theoretical Piagetian pronouncements into learning situations that encourage creative thinking. (RL)