Extended Abstract
Introduction
In today's world, where children grow up mostly in closed spaces and urban environments, intelligently designing play and educational spaces that provide opportunities for sensory experiences, discovery, and interaction with the environment plays a key role in the flourishing of children's creativity and cognitive development. The present study aims to compare how children experience space and interact with the environment in two modes: natural/open and constructed/closed, and to identify spatial characteristics that are effective in the emergence and development of children's creativity.
Methodology
 This research is of an applied type, and in terms of its implementation method, it has a descriptive-comparative design seeking to identify the role of the environment in the emergence of creativity in preschool children and to provide principles for designing appropriate spaces for this age group. In this study, five components of creative thinking, including "fluidity", "initiative", "flexibility", "expansion", and "total creativity", were assessed using the Torrance Standard Test (TTCT). The statistical population of this study consisted of preschool children living in Region 2 of Maragheh County. From this population, two sample groups were selected, which were active in open and closed environments, respectively. Sampling was carried out purposively and based on specific criteria (such as age, educational level, and type of activity environment) to allow for effective comparison between the two groups.

This research is derived from the master's thesis of architecture titled "Designing a children's ecological garden with the approach of promoting creativity in the city of Maragheh" and was carried out under the guidance of Dr. Azita Bilali Eskoui at Tabriz University of Islamic Arts.

Result and discussion
 The findings of the present study showed that direct interaction with the natural environment plays a significant role in strengthening and developing children's creativity; so that children who were active in an open and natural space showed a substantial increase in the components of creative thinking (fluency, originality, flexibility, expansion, and overall creativity) compared to the group who were active in a traditional kindergarten environment. In this study, the effect of space type on creativity components was examined separately; the results showed that the "innovation" component in open space and the "flexibility" component in closed space had the most significant growth, which indicates the different effects of environments on various dimensions of creative thinking.
Conclusion
The results of this research showed that the type of learning environment has a significant effect on the different components of preschool children's creativity. The findings indicated that the children who worked in the natural open environment (Economic Garden) had a significant improvement in all components of creativity, especially in the "initiative" component. This clearly shows that spaces rich in natural stimuli, freedom of interaction, sensory diversity, and direct experience opportunities provide a suitable platform for the growth of innovation power, generation of innovative ideas, and strengthening of creative thinking in children. On the other hand, the group that worked in the closed environment of the kindergarten, although their overall creativity growth was more limited, showed the most significant increase in the "flexibility" component. This issue can indicate that closed environments, by providing specific frameworks and mental order, can help to develop the ability to change the thought path, adapt to the rules, and practice cognitive displacement. In sum, the findings of this research showed that both types of environment (open or closed) with their unique characteristics can act as an effective stimulus in the development of specific dimensions of creativity. Therefore, the purposeful and balanced combination of open and closed space, according to their different effects on the components of creativity, can be the basis for the all-round growth of creativity in children and provide a favorable platform for the formation of flexible, innovative, and problem-oriented minds in the future generation.