We teach our children manners, what to do in certain emergencies, and other life basics, but most of us do not intentionally teach our children about thinking strategies and creative problem solving. Perhaps this is the case because many of us have never formalized these processes within ourselves so that we feel capable of communicating them to others. Another reason may be that we expect schools to teach most of the cognitive skills. Although society considers creativity one of the most important skills today, schools usually lack training about creativity or the processes of creative thinking. Moreover, many schools fail to give students opportunities to use their creative abilities. Programs and competitions, such as the International Torrance Legacy Creativity Awards, Future Problem Solving Program International (FPSPI), Odyssey of the Mind (OM), Destination Imagination (DI), various inventing programs, and competitions that are specific to certain content areas, afford many students their best opportunities to stretch their creative muscles and see what others their age are doing. There are many school programs lacking any instruction on problem-solving or producing creative ideas. When children attend schools without any creativity instruction, parents can significantly help their children learn about the creative process and ideation strategies. Various scholars have described the creative process through definition or as a stage-process model. Perhaps the best known description of the creative process is one that English social psychologist Graham Wallas suggested in "The Art of Thought" almost 80 years ago. This article discusses Wallas' four-stage process model that includes "Preparation," "Incubation," "Illumination," and "Verification." A list of resources is included.