Creativity is an ability that can be taught and utilized by individuals based on their inherent and acquired capacities. Emotional creativity refers to an individual's ability or capacity to be creative in emotions. Emotions are more a result of social interactions shaped by social norms and laws, rather than biological factors. On the other hand, cognitive creativity is a divergent type of thinking where an individual tries to not easily accept phenomena, events, and ideas as they are, but rather have a different perspective and break away from conventional thought patterns. In other words, they look at phenomena from a different angle. Creativity can result from perceptual and motor processing activities. Sensory-motor processing is a complex function that sends environmental sensory information to the human brain, which then organizes and integrates the received information to help in perceiving experiences and creating appropriate responses. Researchers believe that creativity can be nurtured by enhancing sensory-motor perceptual processing. Therefore, it seems essential to address the question of whether there is a relationship between cognitive and emotional creativity and sensory-motor processing abilities in children. The current research method is descriptive-correlational. 75 children aged 9-12 were selected based on entrance criteria (having physical, mental, cognitive, and motor health) and completed the Emotional Creativity Inventory (Averill, 1999), Torrance Cognitive Creativity Test (Form B, Torrance, 1974), and the Sensory-Motor Processing Abilities Questionnaire. The Pearson correlation coefficient results showed a positive and significant relationship between the average scores of sensory-motor processing abilities and cognitive creativity (p = 0.001, r = 0.071) and between the average scores of sensory-motor processing abilities and emotional creativity (p = 0.012, r = 0.053), indicating that with an increase in sensory-motor processing abilities, the scores of cognitive and emotional creativity in children also increase. Most learning processes in children occur in cognitive, motivational, emotional, sensory-motor, social, and ethical areas in school, family, and society. Cognitive creativity is a skill that needs to be nurtured from a young age. It is necessary to set aside traditional thinking patterns and replace them with a creative way of thinking that will help the individual develop a new approach to a specific situation or problem. Nurturing cognitive and emotional creativity through the growth of sensory-motor processing abilities can be beneficial for children. Developing sensory-motor processing abilities through cultivating creative skills such as balanced movements, painting, playing, music, and storytelling can help nurture cognitive and emotional creativity.