**7. Creating conducive learning environments for creative and critical thinking in inquiry-based and art-based learning**

A quality learning environment in inquiry-based and art-based learning is characterized by deep focus, sustained engagement, and a loss of sense of time, similar to Csikszentmihalyi's concept of "flow" [46, 77].

The learning experience encompasses not only the curriculum but also the physical surroundings and the timeframe within which artistic expression takes place. The environment should be practical [46] and offer students the appropriate materials and technical guidance or demonstrations at key moments [31, 73]. In Reggio Emilia schools, space and environment are regarded as the "third teacher" [78], and it is critical to provide physical spaces that serve, showcase, and recognize the students' own work, enhancing their confidence and sense of ownership [23, 31, 46, 73].

According to Kidman and Casinader's proposal ([19], p. 39), there are two distinct types of learning environments: the classroom learning environment (CLE) and the field learning environment (FLE). It would be beneficial to explore the characteristics of these environments further.

#### **7.1 Classroom Learning Environments (CLEs)**

CLEs could feature resource displays and interactive learning centers. Teachers must select and evaluate these materials with great care. Books and audiovisual or multimedia content must be chosen based on their compatibility, with large pictures and photographs and appropriate content being two major considerations. Teachers can mediate if there are challenging terms used, either by explaining them to students or by including additional narration into a multimedia piece (such as a video, PowerPoint, or movie segment) created with modern technology [23].

Choosing appropriate resources can be challenging, particularly in the early years, when children may not have the skills to conduct independent research on primary and secondary sources [19]. In order to optimize the use of resources by young children, it's important for teachers or designers to carefully choose resources that align

*Utilizing Creative and Critical Thinking to Build Knowledge and Comprehension… DOI: http://dx.doi.org/10.5772/intechopen.112688*

with the learning objectives and assist children in making appropriate selections [20]. This approach not only enhances the effectiveness of resources for young children but also benefits older children who may struggle with processing information. Additionally, it promotes the perception of information resources as a means to an end, rather than the end itself [79]. If teachers read books to children, they may want to avoid reading complex sentences and focus instead on reading the most important parts. Children that are at a reading level are free to peruse the content and read as much or as little as they can manage [80]. Fiction and nonfiction books for children of all ages are accepted, if available [16].

As previously stated, resources on alternative perspectives, nontraditional or sidelined genres, and conflicting information (as long as they do not infringe on human rights) should be included [16, 17]. This has the potential to promote democratic values and foster children's attitudes of tolerance and acceptance toward diversity, while also enhancing their ability to analyze and interpret multiple viewpoints (see, for example, a discussion by Jones [81]).

#### **7.2 Field Learning Environments (FLEs)**

The Field Learning Environment (FLE) [19], commonly known as Fieldwork, is highly valued by educators due to the significant role sensory learning plays in education. Field trips offer a complete sensory experience of the environment, making them an essential teaching tool. Classroom learning cannot offer the same level of firsthand and sensory experience as other forms of education. Children can explore and become acquainted with their surroundings through movement. This also helps them to orient themselves and navigate their way [66, 82]. Excursions also offer chances to practice map-reading, introducing children to decoding and understanding spatial diagrams and representations [15, 66, 83]. This could also be achieved with support from ICT [84].

Moreover, children have the opportunity to interact with a variety of workers or experts (art and history experts included) and observe how they each play a role in daily life [22, 23]. For example, they may encounter the bus driver, the shop owner, a housewife shopping, a museum guard, or individuals working at a ticket desk.

One of the primary benefits of fieldwork is that it allows children to utilize inquiry skills and tools, such as observing and recording information about their surroundings [16, 22]. In addition, it offers chances for children to engage in shared experiences and participate in group activities [66]. Visits can be accompanied by parents, providing ample opportunities for parental involvement [22, 23, 66]. And as previously mentioned, it has been argued that this approach stimulates fresh ideas and promotes learning by piquing children's curiosity and presenting new inquiries that require solutions [22, 66].

Seefeldt, Castle, and Falconer ([66], pp. 66–68) identified various types of fieldwork including "walking" trips around the school or neighborhood, "small-group trips," "specific purpose field trips" that focus on a particular issue, "virtual field trips" to distant places, and "WOW" trips that offer an element of surprise without being tied to any particular project or topic. Our focus is on "repeated fieldwork" trips, which can enhance in-depth investigations. The excitement of the first visit may cause children to miss details and opportunities for exploration. Experience shows that returning to the same place allows for a re-examination of the subject, uncovering new issues for observation and recording. This may prompt new questions and perspectives, leading to further visits that build on the findings of the initial trip

[22, 23, 66, 85]. From a social-emotional perspective, returning to a familiar location can provide children with a sense of mastery and security to take risks in new learning opportunities. Continuity in field trips can also enhance learning, connecting the intentions of repeated trips or complementing different trips. For example, a visit to a monument could be followed by a trip to a museum or library to gather additional information about the topic. Lastly, an initial visit to a place of interest can serve as a starting point for children's investigations, inspiring good questions and guiding their inquiry toward deeper levels of learning [23].

### *7.2.1 Preparing fieldwork*

As previously stated, adequate preparation is crucial for a successful trip. Teachers should involve the children in the planning process, encouraging them to consider transportation options, map usage, and necessary equipment [16, 23].

Explicitly discussing and laying out standards of behavior and safety rules is also important. Seefeldt, Castle, and Falconer [66] suggest reviewing these standards with both children and adults attending the trip. When everyone is clear on what is expected of them, the trip becomes safer. It can be helpful to chart certain rules for quick and easy reference. As part of an emergency plan, parents and children need to be aware of what steps to take in case of an accident, such as identifying an emergency meeting point, understanding who is responsible for calling emergency services, and knowing who is certified to administer first aid.

According to the literature on inquiry-based learning, it is recommended that children have a background experience and some questions prepared before going on a trip to aid in their investigations. However, this may not always be possible or necessary, especially if the children lack prior knowledge on the topic. Teachers may choose to wait until visiting the place to encourage the children to ask questions and support them in expressing their curiosity about the situation, object, or phenomenon. Sometimes, direct experience is needed to truly observe and appreciate something, which can lead to a desire to learn more [23].

When visiting a new place, there is an important issue to consider: When it comes to children and travel, simply visiting a site and listening to a tour guide is not enough for an enriching experience. Teachers should avoid acting solely as guides and instead focus on creating opportunities for inquiry-based learning. While adult involvement is still important, it should be thoughtfully planned out [22, 23].

Here are some suggested activities for children to engage in during fieldwork:


*Utilizing Creative and Critical Thinking to Build Knowledge and Comprehension… DOI: http://dx.doi.org/10.5772/intechopen.112688*

• Organizing a treasure hunt where children can search for clues and answer questions that guide them through historical sites or museums. This encourages children to collect information in a playful way and allows them to work in groups or individually with appropriate adult supervision. Still, it is best for children to work in groups with minimal adult guidance.

The aforementioned conditions allow for the creation of CLEs and FLEs that aid and encourage the exploration of local history through creative and critical thinking processes.

## **8. Focusing on local history: the importance of space and time concepts**

As children interact with their daily and local surroundings, they naturally begin to take notice of places, monuments, objects, and ceremonies. This familiarity allows their surroundings to gain meaning and significance [16]. Through hands-on exploration and observation of historical objects, children can actively develop their historical thinking and learn the so-called "procedural concepts of history" which are "cause and effect" "continuity and change," "similarity and difference" ([16], pp. 27, 43). They can also develop historical empathy, that is a greater understanding of how past individuals may have thought, felt, and acted differently due to knowledge, societal, economic, and political differences [16].

Children's innate curiosity about history aids in developing their personal identity in relation to others and time. Studying local history increases children's awareness of how society's members are interconnected and helps them embrace differences by recognizing that a community can consist of individuals with diverse cultural backgrounds [16, 22].

Exploring historical sites, monuments, and museums, or conducting research using primary and secondary resources can foster inquiry skills and be a focal point in history studies [18]. Such experiences help children appreciate the connection between the past and present, the importance of cultural heritage, and the necessity of preserving it. Additionally, they develop a love for the environment, which enhances their sense of responsibility and care.

Children, like adult historians, learn about the past by tracing the causes and effects of changes over time or continuity, understanding that there can be multiple accounts of the past and making deductions and guesses about remaining artifacts. Thus, working with time concepts is essential because if children become aware of the skills and concepts involved in learning about the past, they can become independent learners [16, 83]. To become increasingly aware of historical changes, children need to build and apply knowledge of cause and effect, motivation, and consequence; to become able to draw parallels and dissimilarities (what shared features existed between the 'before' and the 'now,' and what new features emerged, and why); to gradually determine how much time has passed (hours, days, weeks, months, and years); and learn to organize the order of events (from personal experience, recent memory, and future projections) [83].

Studying space concepts is also vital for understanding history. Children can better comprehend time and change by identifying and describing features of places, observing and recording patterns and processes related to space and the environment, reading spatial representations, and recording places and routes themselves using all senses [83]. Therefore, it is highly beneficial to work systematically on understanding

concepts and language related to direction, measurement, positions, perspective, spatial patterns, feature names, and spatial representation skills such as maps, maquettes, floor plans, and birds-eye views [83, 86, 87].
