recommendations for avoiding this loss of creativity.

1. I avoid using stereotyping drawing guide books, drawing formulas (number of heads in a body), patterns, coloring books, dot to dot games, etc.
2. I encourage work from real experiences, observations, and imagination, not from imitation ?  Experiences are remembered. Observation simply means that children can look at things and learn to draw them. Imagination is the unique ability that makes us human. Animals imitate. Children imitate things to learn uncreative stuff an they imagine things to practice being creative. Children can color their own drawings to develop their fine motor skill - no need to give them coloring books?
3. I provide ample materials and blank paper, not workbooks and coloring books?
4. I motivate with open questions questions to encourage innovation.  An open questions has more than one answer. Often I say, "This part is good. Is there anything else that your picture needs?"  This is a very open question that asks for thinking.
5. I ask "thinking" questions - I do not make suggestions - I do not draw for the child.   To remind a child to include ears, I do not say, "Does your girl need ears?"  A thinking question would be, "What kind of music does your girl like to listen to?  How can she hear the music?"  I do not ask, "Does the face need a mouth? I ask, "What is the best tasting vegetable?  How does your boy eat it?"  
6. I encourage children to be choice makers.   I have child decide what their work needs.  If a child asks me for help, I help be asking the child to give me several of her ideas. They I say that these are good ideas, and ask her which one she likes best.
7. I encourage practice-practice-practice.  
8. I encourage experimentation as learning. Instead of showing how something is done, I ask them to try it several ways (maybe on another piece of paper). I then ask the the child to select the best idea.
9. I affirm and celebrate mistakes as learning.  The lack of mistakes is an indication of "playing it too safe." Many new ideas emerge from mistakes and solutions to mistakes.
10. I focus attention to detail such as texture, proportion, counting parts, color changes, tonal changes, and so on during observation and during experiences even when the child is not actively drawing. This can happen in many places such as a nature walk, looking at buildings, studying toys, visiting an animal, and so on. I use lots of questions. Later, when drawings are done, they include much more.
11. I ask for careful attention to experiences. Drawings will be richer.    
12. I ask for conclusions from observations   Review with emphasis on child’s own observations and experiences
13. I emphasize the importance of previously unlearned tasks by changing habits of work.  "Where do you like to start your drawing? What happens when you start it at a different place?" What does this say about freedom?  It generally means that assignments must have new requirements and limits, but it does not show a model to follow.
14. I remain open to and encourage fresh ideas from children
15. I encourage the "What if". . . . . ." questions and use the "Try it." answer.
    
    Workbooks and coloring books are probably a fairly small part of the issue.What Other Possible Reasons are there for a drop from 84 to 10 percent from Kindergarten to grade two?

other possible reasons there are 
fewer creative children in second grade than in kindergarten

1. The instinct to learn by imitation (maybe genetic).  Imitation has been found to be a very important and pervasive way for children to learn many things. Creative children can imitate when they need to, but they are also confident and able to do use their imaginations (also instinct) and try things that others have not shown them (take chances).  
2. Herd instinct (probably both genetic and environmental). We feel more secure if we agree with a large group.  It requires a strong character to stand alone and make a choice for what is best or what is right when it is not popular. We need to reward courage when it happens in a positive way.
3. Ridicule from peers (socialization pressure). For social acceptance, we learn to forgo some of the our personal and unique habits of thinking and working.
4. Obsessive parents (unfulfilled parents) in their rush to perfect the child, they overcorrect, become too critical, and discourage mistakes and risk taking.
5. Teaching for tests (self-defeating learning).  This may not teach thinking because it may emphasize factual material rather than thinking and processes of learning. Link on writing creative tests.
6. Belief that knowing is better than questioning.  Many feel that being "smart" means knowing more. The smartest people, if they are also creative, can ask important questions to continue the learning process. Einstein said the imagination is more important than intelligence.
7. Advertising and Mass Media (cultural). Children are influenced to fit in by wearing the "right" cloths.  Adverting in a mass media culture seldom encourages individuality as a route to success.
8. What are the other reasons that children seem less creative as they grow older?