Various contemporary contexts—such as increased screen time, the lack of inventive time and space, and the overload of information—end up diminishing creative moments in childhood. On the other hand, nature can nurture creativity through its textures, colors, scents, sounds, and experiences in and with the natural world. In this sense, Early Childhood Education becomes a fertile backyard of creative possibilities when it enables and values children's experiences with elements of nature, fostering a body-ground connection. This research aims to understand how creative-inventive processes develop in the body-ground experiences experienced by children in the space-time of a class at an Early Childhood Education Center in the city of Jaboatão dos Guararapes/PE. We follow a theoretical-methodological path guided by Experience and Cartography, considering the concepts of: creativity, with the authors: Lubart e Sternberg (1995); Ostrower (2014); Vygotsky (2018); Merlin and Salort (2019); Kastrup (2001/2008); Deleuze e Guattari (2011). We also will talk about the concept of childhood and space/time relationships and nature in Early Childhood Education: Agambem (2005); Kohan (2011; 2016; 2018); Larrosa (2022); Tiriba (2005) and Piorski (2016; 2023). This qualitative research will have the intervention research as its methodological base. The construction of data will take place based on field research at a class at an Early Childhood Education Center, with participant observations and the collective creation of inventive sessions, which through videography and Interactional Analysis (IA) will be described and analyzed. As a result, we found that emerging organic interactions and symbolic play enhance creative processes which, when combined with nature, expand the intuitive, collective, symbolic, and combinatory aspects of creativity, as demonstrated through documentation, experimentation, and symbolic play. On the other hand, the lack of space, poor time management, and highly structured pedagogical situations proved to be limiting factors for creative development. In this context, the research reveals the need to strengthen the bond between children and nature within Early Childhood Education, involving: the expansion of current curricular guidelines; public policies for assessing the context of spaces and architectural proposals of Early Childhood Education institutions; and teacher training processes focused on valuing natural environments and promoting outdoor learning.