The relevance of the problem of creativity development is conditioned that its solution is a source of new ideas, technologies, and methods to implement certain actions. The process of developing creativity requires the creation of special conditions at school, a specially organized socio-cultural space such as a Creative Learning Environment.

The study aims to analyze the phenomenon of creativity in the humanities, namely the influence of the environment as its component on personality. The authors identify the multidimensional and interdisciplinary nature of the study of creativity, which does not fully reveal such a component of it as the Creative Learning Environment: this is the theoretical significance of the study.

The main research method is analyzing literature, regulatory legal acts, and the national development plan of the Republic of Kazakhstan.

The analysis showed that the Creative Learning Environment, which ensures the effectiveness of educational results and creativity of students, depends on the physical and subject environment, covering all participants, effective communication and a comfortable psychological climate between the subjects of the environment and a methodological and technological complex focused on a certain educational result. These problems are realized on the basis of the interrelation and interaction of the subject-spatial, socio-communicative, organizational and technological structural components of the Creative Learning Environment.

We associate the next stage of our research work with the definition of the model and psychological and pedagogical conditions for the formation of a Creative Learning Environment in primary school.