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The paper has been devoted to the study of the influence of the developing subject and spatial environment on the creativity of the early childhood teacher and the child. The purpose of the study is to learn the process of development of the early childhood teacher’s creativity, based on the assumption that the work on improving the development environment will inevitably contribute to the development of the teacher’s creativity. This paper has been prepared on the basis of materials of research of developing subject and spatial environment of 26 groups of 4 early childhood institutions in the city of Ivanovo, Russia. Scales of Analysis developed by the author were used as an analysis toolkit. The toolkit is focused on the assessment of the teacher’s performance through the conditions he or she created for the creativeness of children. The problem of definition of the concept of creativeness in the work of the teacher and activity of the child is considered. The reasons of manifestation of creativity of the teacher and the child in the process of creation of the developing environment are explained. The developing environment has been analyzed through different perspectives: as a factor influencing the child’s activity and motivating the child to play, and the teacher to work, and as a space that changes the adult or child, while showing creativity. The research has shown that the involvement of teachers in the improvement of the playing space contributes to the support of children’s activity. The research revealed a slight improvement in the organization of the development environment of the experimental kindergarten groups. Thus, we established a correlation between the development environment, the work of the educator in its creation and the appearance of creativity in the play and other activities of the preschooler. The low score of the assessment of changes in the development environment in the experimental early childhood educational institution can be explained by the fact that the approach of educators to the design of playing space remained the same. Therefore, it is necessary to increase the level of teachers’ knowledge in the field of organizing the development environment and to do it simultaneously with the practical work on improving the playing space.