Early intervention activities for very young disabled children are frequently linked to developmental targets and goals. A key challenge for parents and practitioners involved in early intervention programmes is to encourage their child to play and develop creatively through enjoyable, everyday childhood experiences. This paper reports on a small-scale ethnographic study involving two young children identified with Down syndrome participating in early intervention programmes and whether and how their creative process was supported through their play and activities with parents and professionals. The "in-the-picture" method used within this ethnographic study was developed from a listening to children paradigm. This article provides examples of the ways in which early intervention that recognises child agency can support children's play and self-directing "little c" of creativity.