Most parents say the same thing: they want their children to spend more time outdoors. Less screen time, more fresh air, more physical activity. And yet, in everyday life, reality often looks different. When it’s cold, we stay indoors. When it’s muddy, we avoid going outside. When safety concerns arise, we tend to choose the “more controlled” option.
As a result, many children have access to nature only occasionally, even though parents generally consider it important.
At the same time, research is becoming increasingly clear. A comprehensive report published by UNICEF in 2018, Learning Through Play, highlights that during the early years of life, children learn most effectively through active exploration in real-world contexts that involve movement, interaction, and varied environments. Nature provides exactly this type of setting: unpredictable, rich in sensory experiences, and open-ended.
In other words, for young children, learning does not happen only at a table with carefully prepared materials. It happens while jumping in puddles, playing among leaves, and engaging with things that may not look “educational” at first glance. In these real-life contexts, the transfer of acquired knowledge and skills happens more naturally for young learners. When preschool children step into the forest, they are not simply “getting some fresh air”; they are entering a living laboratory where effective learning – motivation, engagement, and thinking – comes to life in the most natural way possible.
But How Often Do We Actually Provide These Experiences in a Typical Preschool Program?
From “Going Outside” to Structured Learning in Nature
The difference is not only one of frequency, but also of intention.
In an increasing number of Western education systems, including the British one, time spent outdoors is not considered a break between activities but an extension of the curriculum. Within the Early Years Foundation Stage (EYFS), the learning environment – including outdoor spaces – is regarded as essential for the development of language, logical thinking, and social skills.
In other words, we are not talking about “free play” in the superficial sense of the term, but about carefully guided experiences in which children discover concepts through direct interaction with the world around them.
What Does This Look Like in Practice?
Let’s visit Avenor Nursery at its Greenfield campus, where this approach takes a very concrete form. Just a short walk away, the forest becomes a learning environment for children every day.
It is not a “special occasion” but part of their daily routine. Colourful rubber boots, belonging to both children and teachers, are always lined up in the hallway. Rain jackets and waterproof overalls are always ready in lockers and cubbies, regardless of the weather.
“For us, the forest is an extension of the classroom,” says Tania Răduță, Head of Avenor Nursery. “Children don’t go outside simply to burn off energy; a large part of their learning happens there. In the forest, children give themselves permission to try new things. A fallen tree trunk becomes a balance beam. This is where we see the courage to experiment, and that builds their self-confidence.”
Activities are adapted to each age group and stage of development:
“At age two, children discover the world primarily through their senses. In the forest, they touch, listen, and observe. It is the beginning of their relationship with the natural environment. The forest also helps children stay focused for extended periods. If a frog or a ladybug crosses the path, their attention is instantly captured.
By age three, we already see intention emerging: children begin to build, sort, and compare. Their curiosity grows, and their imagination becomes richer. A pile of leaves or a few sticks become tools for thinking.
By ages four and five, things evolve significantly: children collaborate, solve problems, use elements from nature to understand mathematical concepts, and create stories. At this age, the forest becomes a ‘living encyclopedia’ where many theoretical concepts gain meaning through direct experience.
Our programme is designed to help children become young nature experts. They learn to observe how the forest changes throughout the seasons, gaining an understanding of life cycles. They identify the animals that live there and learn to respect their habitats, developing deep empathy for living creatures.
At the same time, we place great emphasis on safety and judgment. Children learn which plants they may touch and which they should avoid, thereby developing autonomy and the ability to assess risks.
Last but not least, the forest is where we teach their first lessons in civic responsibility. By learning how to keep the forest clean, children begin the transition toward critical and creative thinking, understanding that their actions have a direct impact on the environment.
As a result, our outdoor sessions are not merely walks in nature; they are learning processes that prepare children to become conscious guardians of the planet,” says Tania.
At the same time, the experiences are highly tangible: children observe and feed birds, jump in puddles, build with branches and leaves, and use natural materials in activities integrated into the curriculum.
We invite you to read the full article on the Totul despre mame platform.
Avenor actively contributes to the conversation around education in Romania by promoting best practices and collaborating with relevant editorial partners in the field of education. We aim to bring greater clarity and perspective to the dialogue between schools and parents, supporting informed and responsible decisions regarding children’s educational journeys.
