No determinism of this kind exists ; it fully depends on the self-realization of our creative purpose in life. I grew up in a totally uncreative daily environment, but my desire developed fully into the other direction. But: by making contacts to some persons that I viewed as creative (entrepreneurs, artists, researchers, theologians), my creativeness could break through the walls of un-creativity and spiritual emptiness.

Yes, certainly, it can be nurtured using the appropriate creative environment: (a) schools with continuous enrichment of their environment; (b) creative programmes for developing creative thinking; and (c) creative teachers and creative ways of teaching. It can be concluded then that interaction with the everyday creative environment, is the most powerful possibility of nurturing creativity in individuals, and especially in children.

I do agree with your conclusion Dr. Sharma.

If creativity is defined as the individual creating fresh, new ideas or discoveries for themselves then children need the tools to do this. If a child is left without stimulation, whether through relationships or sensory stimulation, she or he will not have the tools to create. The child will lack the basic framework for thinking and exploring which on-going creativity requires. I am not sure what makes an individual exceptionally creative, perhaps confidence in their creations, persistence and some luck in finding a field where they might fit.

Kesinlikle katılıyorum .Dr.Sharma

If we aim to develop the individual in the direction of creativity, the environment is of paramount importance, but not necessarily in the sense of personal interaction of the individual with samples of creativity itself, but by pushing the individual in that particular direction by recognizing and rewarding creative approaches in his actions. To get him to act creatively, we can just ask him to solve some problems. This does not necessarily imply giving him prior examples of solving similar problems, even if mimesis is one of the major forms of learning. If we relied only on the individual's ability to imitate, the result could be a mimic of creativity, so a second-rate creativity.

Creativity can come from some of the improbable places. It can be argued that creative environments have been an important contributor to creative growth.  The capacity to identify elements and situations and generate creative solutions from them is a vital factor that may be associated with creative nuture and environment. However, past experiences and memories, situations or random elements can fuel some of the best creative inspirations that are not necessarily related to a particular creative background. 

In conclusion, a creative environment does not necessarily determine creativity because its sources can arise from the unknown.

Problems and questions arise from and about things around us . i.e. environment.The answer is also hidden theriein or combination of few , hidden in environment.

I believe it is in both ways. It may and may not. All is based on interest. Like my self I was not taught fine art through my high school. Here I am today as antist. Some have all the creative impetus but they never make good use of it, hence, they are not creative nor to become artistic incline.

An environment of any sort has a significant impact on our health, wellbeing and emotional state. Providing children with a nurturing environment, that encourages exploration, questions, stimulation and contact with nature can set the scene for some very engaging and energizing creative responses.

Of course the environment plays an important role for creativity but even more important is the individual's state of consciousness. Creativity is a spiritual practice and, as such, developing the children's intuition and receptivity to the higher realms is crucial.

Children have a range of abilities and strengths. Take notice of what they do with their free time when indoors, what they do with their free time when outdoors, and their reaction and approach to new things. The best one can do is to provide opportunities, model good behavior, and answer questions while perhaps providing the scent to extend their current trail.

Some will develop exceptional creativity, some will gravitate toward extending others' work, some will implement, some will document, some will hop from experience to experience. Enforced direction almost always yields poor long-term results.

Certainly, an early experience with a creative environment helps. I think it is very important that creativity is not discouraged! Not everyone is inclined this way, but the right support means creativity is not perceived as a threat.

Creativity can be facilitated and nurtured in many ways, surely a creative environment can be part of the factors, albeit not in itself sufficient?

I agree with Brendan. Additionally children may be taught the usefulness of creative stimulants or creativity enablers in developing creative self-efficacy. Roger Von Oech's creative stimulants may be pretty useful in this regard.