Today, the economic and social "arena" comes a class of people whose primary function is to create new ideas, knowledge, technologies, solving complex problems and challenges.

The increasing role of the creative class as an engine of social progress, the importance of the subject, providing the transition of society in the post-industrial area, poses the problem of preparation of creative specialists as a matter of priority, professionally solved, first of all, all the educational institutions (Florida, 2005).

That the education system must meet the public demand for creative people, creative professionals, and continue to reform itself towards the creation of optimal conditions for their training.

Formation of the creative person as a direct objective of training and education, strengthens the creative function of the educational environment, determines the need to create conditions for the development of creativity and creativity of students, turning them into active subjects, builders with the degree of self-esteem, openness, acceptance, freedom of judgment, opinions, views and ideas (Furin, 2014).

 Thus, the educational environment is transformed into a creative learning environment - a multidimensional, individualized, selforganizing integrity, designed to create conditions conducive to the development of creative abilities of students, and to ensure their self-realization and personal growth (Atanasyan, 2009, Krechevnikov, 2003, Litov, 2011).

According to our understanding, creative learning environment - a multi-component, integrative, variability, adaptive, dynamic education, creating and implementing a system of conditions for a self-actualization and development of the student as a creative person, an active subject of the creator, capable of producing creative ideas, projects, technology and products.

In this environment, as key objectives in favor of the formation of knowledge and skills in the field of organization of independent, creative work, creativity, creative thinking and the formation of a creative personality, values and motivational core of such a person.

Our model of creative educational environment (Zlobina, Eliseeva), illustratively presented in a joint monographic work. "The use of information and communication and multimedia technologies in education" (Ilina et al., 2011) is allowed to allocate its basic function blocks. To these we carried a block of goal setting, organizational-activity unit, a creative performance, control and evaluation and correction blocks.

Our analysis of an array of features and characteristics of creative educational environment offered by a number of authors (Krechevnikov,  Lepsky, Litov et al.), as well as their own vision and the results of empirical studies have allowed us to identify a significant number of the required properties and characteristics of a creative educational environment, to which we are: Integrity, transparency, continuity, adaptability, flexibility, multi-level, synergy, interconnectivity, continuity, multi-variant, inexhaustible, redundancy, uncertainty, problem, criticality, interactivity, being involved enrolled in independent study and creative work, the processes of self-knowledge and self-development, motivation on creativity and learning, variability at individual and collective, democracy, tolerance, humanity, morality, reflexivity, mentality, productivity, efficiency.

Creative learning environment should be a kind of multicultural education, having an individual character for each student, medium to build your own "I," which provides the creation of conditions to update the student's inner world, his creative growth, opportunities for self-realization, the transformation of the world and himself.

Creating a creative learning environment with a set of these properties and characteristics we will:

• make the transition from studying assimilation image of the world as a system of knowledge to the creation of image of the world as a way of thinking,

 • self-image as an active knowing and acting creative subject, the person with the vector of self-development and selfimprovement;

 • implement strategies creative pedagogy and innovative psychology;

• prepare a new class of creative professionals, capable of large-scale reforms and opening up, creating the conditions for a rapid transition to an era of knowledge, creative ideas and innovations.

2. Florida, R. (2005), Creative Class: People Who Change the Future. Moscow: Classic-XXI. p430.

3. Furin, A.G. (2014), Theoretical basis of the intellectual potential in a creative economy. Journal of Scientific Research Publications, 2(6), 59-62.

4. Ilina, Y.N., Rogalsky, E.S., Eliseeva, E.V., Zlobina, S.N. (2011), Information and Communication and Multimedia Technologies in Education: Monograph. Krasnoyarsk: The Center for Information.

5. Krechetnikov, K.G. (2003), Designing Creative Educational Environment on the Basis of Information Technology at the on the Basis of Information