The purpose of this research is to find the effect of type of teacher's instruction on child's figural creativity. 53 of 4-aged and 5-aged children from ‘S’ kindergarten were participated in this study.Children were allocated in one of the two group randomly, fluency instruction group or originality instruction group. All children were encouraged to complete to draw the incomplete meaningless figures(Figure completion test). Children pick one of the four incomplete figure and drew something as much as they want freely on the basis of the chosen figure. Children's creativity were measured by counting the number of works(fluency), by computing the redundancy of each works(originality), or by rating the level of elaboration(elaboration). The results were as follows. First, fluency instruction group showed significantly large creativity(fluency, originality, and elaboration) than originality instruction group. Second, 5-aged children had more creativity in all of subclass of creativity(fluency, originality, and elaboration) than 4-aged children. Third, There was no effect of type of figure(M-type vs. Y-type), type of line(solid line vs. dot line) and sex(male vs. female). several implication were discussed based on the findings.