A creative-aesthetic approach to school readiness and beginning reading and arithmetic, as formulated by Fortson, was used with 24 kindergarten children. Two control groups included 39 children. Two replications of the study were made, each having two experimental groups. Experimentals scored signifcantly higher on tests of creative thinking, problem solving, and originality. Fluency, flexibility, and originality were consistantly high, around the 5th grade levels, in the study and its replications; elaboration fluctuated somewhat. (Author/JD)