Many parents want the summer break to be more than just fun—they want it to be meaningful, too. They look for activities that keep their children engaged while also helping them learn something new.
The paradox is that some of the most valuable things children learn have little to do with school subjects. They are not about letters, mathematics, or acquiring new information. They are about learning how to cope when things don’t go according to plan.
“Parents often ask me what children actually learn through non-formal education. My answer is that, more often than not, they learn the things that never appear in a workbook: how to collaborate, how to wait their turn, how to express an idea, how to manage frustration, and how to find solutions when something doesn’t work the first time,” says Cristina Farcaș, Deputy Head of Nursery.
Children Don’t Learn Only When Someone Teaches Them
As adults, we often associate learning with explanations and instructions. For children, however, learning works differently. A child can learn an incredible amount simply by building an obstacle course with other children, organizing a game, or trying to solve a practical problem.
For example, when a group of children is asked to build a shelter using natural materials, the challenge isn’t really about construction. It’s about negotiation. It’s about who comes up with the idea, what happens when your idea isn’t chosen, and how you move forward when the structure collapses and you have to start over.
“As adults, we often focus on the outcome. Children, however, experience the process. And it’s within that process that the most valuable learning takes place,” says Cristina Farcaș, Deputy Head of Nursery.
In moments like these, children develop skills they will use throughout their lives: communication, collaboration, problem-solving, adaptability, and perseverance.
The Skills You Won’t Find in a Workbook
In recent years, there has been growing discussion about the skills children will need for the future. Yet these are often presented as abstract concepts.
In reality, they develop through everyday experiences—when a child has to share materials with classmates, present an idea to the group, try something new and discover it doesn’t work the first time, or find a solution without an adult immediately providing the answer.
“Parents are sometimes surprised when we tell them their child has made significant progress, even though we’re not talking about letters or numbers,” Cristina explains. “For us, progress also means seeing a child ask for help when they need it, express their point of view, or find the confidence to try again after experiencing failure.”
These skills don’t develop overnight. They are built gradually through repeated experiences and learning environments that encourage children to practise them again and again.
Why Children Need Situations They Can’t Fully Control
One of the defining trends of recent years has been the increasing tendency to structure children’s lives. We carefully plan their schedules, solve their problems, and step in quickly whenever difficulties arise. But developing independence also requires space to experiment, make mistakes, and learn from them.
“We clearly see the difference between children who have had opportunities to try things independently and those who have been helped every step of the way,” says Cristina. “It’s not because some children are more capable than others, but because they’ve simply had more opportunities to practise.”
This is precisely why non-formal learning experiences are so valuable. They place children in authentic situations where there isn’t always one correct answer, but there are countless opportunities to make decisions, experiment, and learn from experience.
Nature: A Remarkable Teacher
Many of the most meaningful non-formal learning experiences take place outdoors. Nature offers authentic challenges and sparks curiosity in ways that few other environments can.
A simple walk can inspire questions about plants, insects, or the changing seasons. A fallen log can become a bridge, a ship, or a castle. A puddle can be the starting point for an investigation into water, weather, and the natural world.
“When children are in nature, we notice that their questions arise spontaneously,” Cristina says. “They become little researchers without even realizing it. They want to understand why a leaf has a particular shape, why insects appear after the rain, or how an anthill works. Curiosity emerges naturally—we don’t have to manufacture it.”
In early childhood education, these experiences are especially valuable because they encourage children to observe, explore, and build their own understanding of the world around them.
What Educators Notice Afterwards
The benefits of these experiences don’t show up as grades or test scores. Instead, they become visible in children’s behaviour. Educators notice greater independence, stronger self-confidence, and a greater willingness to embrace new challenges.
“Perhaps the most valuable thing we observe is children’s willingness to make mistakes,” Cristina adds. “Children who have had plenty of opportunities to explore understand that they don’t need to know the right answer immediately. They’re more willing to experiment, rethink their ideas, and try again.”
These are gains that may be harder to measure than a test result, but they are fundamental to children’s future learning, personal growth, and long-term success.
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At Avenor, we actively contribute to the conversation about education in Romania by promoting best practices and collaborating with respected editorial partners in the education sector. Our goal is to bring greater clarity and perspective to the dialogue between schools and families, supporting informed, thoughtful decisions about children’s educational journeys.
