With the rapid development of society, creative thinking has become an essential quality for adapting to modern society. Teachers are the builders of society and shoulder the important mission of cultivating innovative talents. In problem-based learning drama teaching activities, teachers use methods such as drama, improvisation, and role-playing to guide children to break through rigid thinking, liberate their minds, and propose novel and unique solutions in the process of problem-solving, thus scientifically guiding and promoting the development of children's creative thinking. This study aims to investigate the impact of problem-based learning in drama teaching on the creative thinking of older children, including fluency, flexibility, originality, and refinement. In addition, it also explores whether the gender of children (boys and girls) affects the impact of problem-based drama teaching on their creative thinking development? This study adopts a quantitative method of questionnaire survey. This study included a sample of 60 preschool children in a large class. All participants are located in Fujian Province, China. Perform statistical analysis on the collected data, including independent sample t-test, Mann Whitney U test, and two-way ANOVA. After the experiment, an independent sample t-test was used to compare whether there were differences in creative thinking and dimensions between the experimental group and the control group using the Mann Whitney U test. Two way analysis of variance was used to compare the differences in creative thinking development between boys and girls under different teaching methods (drama teaching method and problem-based learning general teaching method). The research results indicate that problem-based drama learning methods effectively promote the development of creative thinking and its dimensions in older children. Based on gender variables, the results indicate that there is no statistically significant difference in creative thinking between male and female children, suggesting that the impact of drama on problem-based learning methods is similar for both boys and girls. Therefore, when applying this teaching method, the influence of gender factors is relatively small. This study concludes that problem-based learning in drama teaching is an effective way to cultivate children's creative thinking. In problem-based learning drama teaching activities, children use group cooperation and peer learning as the main learning methods to explore and think about problems, and attempt to clarify focal issues through drama paradigms. Teachers do not reinforce gender labels in activities and encourage all children to try different roles and solve problems on their own in dramatic situations. This not only promotes the development of children's creative thinking, but also achieves their comprehensive development.