Creativity is a crucial concept in modern societies which require new ideas to solve problems. Creativity is defined as the capacity to realize a production which is new (or original) and adapted to the constraints of a situation or a domain of expression. At present, some standardized measures allow creative potential to be estimated by evaluating isolated cognitive (e.g. divergent thought) and conative aspects (e.g. creative personality) involved in the expression of this potential. The main purpose of the battery of Evaluation of the Creative Potential (EPoC) is to evaluate divergent exploratory thinking and convergent integrative thinking which are both involved in creativity, with the aim of diagnosis (e.g., high creative potential) and description of a creative profile in various domains (verbal, graphic). This profile can be used to direct the development of the creativity in an appropriate way. We will present the results of a new part of the EPoC battery, concerning the field of the social creativity. The sample consists of French elementary school children, and examines their performance in social creativity tasks. Social creativity differences comparing high potential children (HP, IQ>130) and non HP children will also be presented