Volume/Issue :

Article type :

Case studies

Page No :

78-88

Abstract :

This work analyses selected contexts of inquiry and deep learning in the nature activity room operating at Pakruojis Nursery-Kindergarten Saulutė. Drawing on contemporary educational approaches, it emphasizes that children learn best through active involvement, exploration, and reflection on their own experiences. The nature activity room is presented as a rich educational environment that provides opportunities for experiential, sensory, and inquiry-based learning. STEAM activities are integrated into this setting to encourage children’s curiosity, independence, critical thinking, and creativity. Within this process, the teacher often assumes the role of an observer-coordinator, supporting children in asking questions, seeking answers, and reflecting on their experiences, while remaining actively engaged with them. The article presents practical examples of activities (“Morning Tea”, “Winter Wonders”, “Candle Making”, “St Agatha’s Day”, and the contexts of everyday care activities), revealing how experiential, creative, and cultural activities enable children to acquire knowledge of the natural world and to develop as self-confident, flexible thinkers who care for themselves and others, are sensitive to social and creative diversity, communicate effectively, express creativity, and learn successfully. It is emphasized that direct contact with nature, the care of animals and plants, long-term observation, and independent activity help children to understand natural processes, foster responsibility and respect for life, and strengthen their inner motivation to play creatively and learn through experience.

Keywords :

inquiry-based learning, deep learning, experiential learning, nature activity room, early childhood education, STEAM activities, sensory learning

References :

Burškaitienė, R. (2019). STEAM ugdymas: patarimai ir idėjos, kaip ugdyti darželinuką [STEAM education: Tips and ideas for teaching preschoolers]. Šviesa.
Cigman, J. (2017). Getting boys up and running in the early years: creating stimulating places and spaces for learning. Routledge.
Ikimokyklinio ugdymo programos gairės [Pre-primary education curriculum guidelines] (2023). Lietuvos Respublikos švietimo, mokslo ir sporto ministerija. https://eseimas.lrs.lt/portal/legalAct/lt/TAD/76bb8f404b5911ee8185e4f3ad07094a
Pocienė, J. S. (2010). Ikimokyklinis ugdymas: raida, pedagoginės sistemos: ikimokyklinės pedagogikos studija [Preschool education: development, pedagogical systems: a study of preschool pedagogy]. Klaipėdos universiteto leidykla.

Cite as :

Navickienė, N., & Obrikienė, L. (2026). Tyrinėjimo ir gilaus mokymosi kontekstai gamtos veiklos kambarėlyje [Contexts of inquiry and deep learning in the nature activity room]. Gamtamokslinis ugdymas bendrojo ugdymo mokykloje / Natural Science Education in a Comprehensive School, 32, 78–88. https://doi.org/10.48127/gu/26.32.78