The ways in which learning graphical representations can encourage the development of creativities in Chinese young children remain to be fully explored. Previous research on children's writing focused on children's symbolization with syllabic languages, providing little information regarding Chinese young children's symbolization and creative writing strategies in writing with a logo language. This study explores how Chinese children, as active learners and inventive thinkers, could develop their writing skills from simple drawing and scribbling to emergent writing skills, to commanding the Chinese writing system finally. The creative strategies children used in writing Chinese characters are also focused.This study investigated children's emergent writing by examining qualitatively how children express their meanings through symbols and representations including "proper" Chinese characters and drawings. The subjects of the study are 105 writing samples collected from 32 Chinese kindergarten children aged from five to six. The data reveals that children can use creative writing skills to communicate when they meet with characters they were not able to write. Based on the phonological and orthographic features, children can use (1) pictures of objects or (2) pictures of objects which have the same pronunciation of the target characters, and (3) alternative character which has the same pronunciation. The different strategies they use reflect that in this creative writing process, children are not only familiar with Chinese language but also open their minds and brought all their innovative thinking skills into play. (Contains 4 tables and 3 figures.)