The paper substantiated the thesis of efficiency of enculturation for the development of creativity of schoolchildren. Key concepts of creativity and creativeness were outlined, their contradictions were labeled.

An approach towards understanding and development of creativeness, the base of which are representations of psycho-semiotics, cultural heritage and existential psychology, was offered. It was demonstrated that creativeness constitutes a property of an individual, manifested in the implementation of personal significance by means of culture. Both components of creativeness were characterized. It was revealed that the development of creativeness is associated with semantic dynamics and shaping of signification skills of meaningful expression through the facilities of sign systems.

Understanding of educational environment as a system related with culture as a basic system and an individual in terms of homomorphy, was substantiated. Dependence of semantic development of a schoolchild on the kind of structural components of culture whose values are being carried over via educational environment, was demonstrated.

Ontologic structure of culture was described. Significance of its nuclear formation - a reference culture that carries meanings over by means of precedent-setting texts, was shown. The role of reference culture in the processes of creativeness development was revealed. A judgment that cultural eclecticism, when values of different structural components of the structure are being transmitted in the educational environment causing unpredictable developmental effects, was expressed.

The content of "enculturation" concept was disclosed. Its being fundamental for the facility of creativeness development was revealed. A psycho-semiotic model of educational environment in school dedicated to the development of creativeness in school-children, was described.