The area engages with the theory and practice of the deliverance of knowledge of the built environment, as well as with the strengthening of the connection between people and their own life-space (Tóth-Pataky, 2018). Educational-psychological research in connection with built environment research shows just how big of an effect environment and institutional infrastructure has on the development of children.

In the last years, we had a number of presentations about projects, they show the connection between art education and its educational spaces.

There are some ongoing researches in the topic, like we learned in Korea at the InSEA World Congress in Daegu in 2017 investigating art spaces used by children or art teacher training students: How is the optimal art education space created in the digital era? Gabriella Pataky and Viola Rekvényi is working on an art education research in the light of teacher training students’ critical views in two European countries (Hungary and Scotland).

Children, teacher training students and architect students are in the focus of an other project which was introduced at the InSEA Conference in Helsinki 2018 by Judit Skaliczki and Gabriella Pataky. At the center of this research lies the more detailed recognition of the activity of building, in a broader sense. It strives to take into account the instinctive activity of building in early childhood—which carries within itself the possibility of knowledge of the world—and the possibilities of the functioning, evolution and developability of the conscious planning attitude characteristic of architects.

The goal of the current phase of the research has been to make these two disparate ages and their developmental characteristics comparable, in the form of practical results.

The round table discussion with the title ‘Rediscover Space and Place for Arts Education’ in Helsinki/Espoo 2018, organized by Gabriella Pataky and Eszter Tóth focused on the role of space in art education and the potential of collaboration among architects and pedagogues. We would like to invite professionals from the fields of education, architecture, planning and related fields with experiences in and visions of built environment education to share insights and ideas. The aim is also to create the basis for a thematic working group within the INSEA Community for the future.

During the InSEA Seminar 2018 in Thessaloniki/Greece the Programme of the new InSEA Working Group ‘3612+ Built Environment Education’ was introduced by Gabriella Pataky. The presentation pursued one of the new objectives of InSEA: offering support to early childhood educators to get to know the most up-to-date trends in visual education (“Education through Art”) with built environment education and the optimal physical conditions of arts education. From the title of the proposition, 3612 stands for kindergarten and primary school ages (3-6 age of Kindergarten/Preschool and 6-12 years for the primary/elementary education) and the + suggest all other ages and/or possible collaborating participants in built environment education through art.