Author: Avenor College

At the beginning of every school year, we notice the same pattern: the differences between children who have had early opportunities for socialisation and learning and those who are entering an organised educational environment for the first time become visible almost immediately. We are not talking only about letters, numbers, or vocabulary. We are talking about independence, emotional regulation, curiosity, confidence, and the ability to build relationships.

This is why the conclusions of the latest OECD study on early childhood education do not surprise us. They confirm what educators observe every day: children who participate earlier in early childhood education and care programs demonstrate significantly stronger skills by the age of five, and socio-economic gaps can be reduced through early access to high-quality educational experiences.

Beyond the statistics, the study highlights an essential truth: the first years of a child’s life are not a period of “waiting” until real school begins. They are the foundation of the entire learning journey.

As educators, we see how important these early years are and how differently children’s relationship with learning develops when they enter a safe, nurturing, and stimulating environment from an early age.

Children who start nursery earlier generally adapt more easily to group settings. They naturally learn how to express their emotions, share, negotiate, ask for help, and become independent in small but essential aspects of their development. These skills do not suddenly appear at the age of six or seven. They are built gradually through routines, relationships, and repeated opportunities to explore within a safe and stimulating educational environment that encourages curiosity and discovery.

When we talk about a safe and stimulating educational environment, we are referring to an ecosystem built around three essential pillars.

The first is the physical environment, organised into areas for exploration. The classroom is not a static space but a world divided into learning zones such as reading corners, role-play areas, and sensory spaces. Materials are always accessible to children, encouraging independence and free choice.

The second pillar is emotional safety. Here, educators and counselors serve as a secure anchor. Through authentic connection, active listening, and consistent support, they create the atmosphere of trust that allows children to move from “survival mode” into “learning mode.”

The third pillar is outdoor learning, which extends education beyond the classroom walls. It gives children the opportunity to explore the nursery grounds and the natural world around them, test their limits in age-appropriate ways, and learn directly from nature while developing resilience and self-confidence.

The OECD study also highlights the importance of social and emotional development in the early years. This is perhaps one of the strongest validations of the way we understand early childhood education. At this age, children do not learn best by sitting at a desk for long periods and reproducing information. They learn best by exploring, playing, asking questions, and feeling emotionally safe.

Learning happens through authentic experiences. Outdoor learning is an important part of children’s daily lives. Children gain confidence when they are free to explore, when they are given opportunities to take small, age-appropriate risks, and when they can observe, experiment, and create together. At the same time, these experiences help develop their attention, language, motor skills, and ability to collaborate.

How Can We Reduce the Gaps Between Children from Different Backgrounds?

Another important aspect highlighted by the OECD study is the role of early childhood education in reducing inequalities among children from different socio-economic backgrounds. This is where the quality of the educational experience becomes essential.

It is not enough for a child to simply be part of a group setting. What matters greatly is the relationship with educators, the quality of interactions, and the way independence, curiosity, and confidence are encouraged.

Perhaps one of the most important conclusions of the study is that high-quality early childhood education does not accelerate childhood—it protects and enriches it. Young children need time to play, explore, move, and build meaningful relationships. When these needs are respected, learning happens naturally.

Nursery Is More Than Childcare

In recent years, we have also noticed an important shift in parents’ perspectives. More and more families understand that nursery is not simply a place where children are supervised, nor just a stage before “real school” begins. It is an environment that has a profound impact on how children will approach learning later in life.

A healthy relationship with learning starts very early. Children who grow up in environments where they are encouraged to explore, make mistakes, try again, and express their ideas develop not only academic skills but also confidence in their own abilities.

The OECD study provides valuable evidence and data, but for us, the most meaningful confirmation comes every day through our interactions with children: when a shy child begins to speak more confidently, when we witness the joy of a discovery made during a forest exploration, or when a child learns to say that something makes them uncomfortable, to set boundaries, or proudly declares for the first time, “I can do it myself.”

That is where education truly begins.

We invite you to read the full article on the Edupedu 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.

June arrives, and Romania once again enters a collective state of tension. Approximately 173,000 14-year-old students will sit the National Evaluation at the end of 8th grade – the exam that determines entry into high school. For many families, this moment comes to define the very idea of academic success.

At 14, a child’s educational future is compressed into two standardised tests: Romanian language and mathematics.

The issue is not the existence of an assessment. Any healthy education system needs clear standards and benchmarks. The real issue is what we choose to assess and what message we send children about their own value in a ranking system where every decimal point can decide their future.

In a world that looks radically different from the 20th century, Romania continues to assess children through a model designed for another reality. At the end of lower secondary school, students are still evaluated within a logic very close to that of 50 years ago. For the generation of their parents and grandparents, this type of exam – the “First Stage” – worked in a certain historical and social context. But since then, the world has changed fundamentally: we live in the age of artificial intelligence, autonomous machines, rapid transformations, and constantly evolving professions.

OECD studies and PISA results clearly indicate that the Romanian education system no longer responds to the needs of today’s society. Therefore, the question is not whether we need assessment, but whether we are measuring what truly matters for these children’s future.

Around the National Evaluation, the final years of lower secondary school are reorganised: family schedules, tutoring, holidays, anxieties, and sometimes even the way children begin to see themselves. In many cases, adolescence becomes a period of constant preparation for admission, rather than a stage of discovery, exploration, and development.

At 14, a child may have extraordinary abilities in communication, creativity, leadership, coding, design, problem-solving, or teamwork. They may demonstrate autonomy, emotional intelligence, and the capacity to build projects or apply what they learn in real-world contexts.

One of the greatest losses of this model is that many valuable children come to believe, at 13–14 years old, that they are “not good enough” simply because they do not perform perfectly within a very narrow type of assessment. Some adolescents bloom academically earlier, others later. A healthy system does not confuse different developmental rhythms with lack of value or potential.

At the same time, the world these children are entering has changed profoundly. Beyond solid academic knowledge, society and universities increasingly seek individuals who can think critically, communicate clearly, collaborate, learn continuously, and navigate complex and unpredictable contexts.

And this raises the essential question: are we measuring enough of what truly matters?

Performance at a Given Moment versus True Potential

One of the major limitations of the National Evaluation is that it primarily measures momentary performance, obtained under pressure, and far less progress, autonomy, the ability to argue, or how a child applies what they have learned.

Dana Papadima, Educational Director at Avenor College, highlights the difference between traditional assessment and modern educational models:

“The issue with the National Evaluation is not that an exam exists, but that it ends up disproportionately defining a child’s value at a stage when they are still developing. In reality, at 14 we should be assessing much more than the ability to correctly reproduce content. We should look at progress, autonomy, the way a student thinks, argues, collaborates, and transfers what they learn into real-life contexts. In high-performing international systems, assessment is continuous and diverse: interdisciplinary projects, portfolios, presentations, personal reflection, and applied learning. Because the world these children are entering will not reward only strong memory, but the ability to adapt and learn continuously.”

In many international education systems, including the British one, students continue to follow a broad general education until the age of 16. They study a wide range of subjects and develop multiple competencies before choosing their areas of specialisation.

Assessment remains rigorous, but it is more diverse and closer to the real complexity of adolescent development. External examinations are complemented by projects, communication skills, applied sciences, personal reflection, and the ability to transfer learning into authentic contexts.

The model is based on a simple yet essential premise: at 14, you are still discovering who you are and what you can become.

What should we actually measure?

Diana Segărceanu, Executive Director of Avenor College, believes that the real goal of modern assessment is to maintain a balance between academic rigor and the holistic development of the child:

“Children need clear academic standards and rigorous assessment. But in a healthy education system, an exam should not reduce a teenager’s value to two grades and a few hours of pressure. At 14, children are still building their identity, discovering their strengths, and learning to trust their own potential. School should help them not only achieve results, but also understand who they are, how they think, what they can build, and how they can continue learning in a constantly changing world.”

We invite you to read the full article on the Edupedu 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.

As a primary school teacher, one of the questions I hear most often in class, during maths lessons, is simple, but very profound: “Miss, is this correct?” Not “why is it like this?”, but “is it correct?”

And from here, in fact, begins the conversation about how children learn mathematics.

When “correct” becomes more important than “understanding”

In primary school, especially in the first years, I constantly notice one thing: children very quickly associate mathematics with the idea of a correct answer. They want to know if they did it right, if they ticked it correctly, if they reached the result.

It is natural. But in this process a risk appears: attention moves from thinking to result.

The difference between knowing and understanding

I remember a moment in class, when we were working with large numbers. One of my students read without hesitation a six-digit number – correctly, quickly, confidently.

But when I asked him: “Why is it written like this? How do you know the value of each digit?”, there was a pause. He knew how to read the number, but he could not yet explain the structure behind it.

And then the difference between knowing and understanding becomes very clear.

This difference is also important for parents, especially in a context where learning is changing. In order for learning to be consolidated in the long term, understanding is needed. That is why I always explain to parents that speed of solving, for example, is not always a sign that the student has truly understood mathematics.

How a maths lesson works

At Avenor, in classroom practice we look less at the “final answer” and more at the process: how the child thinks, how they explain, how they check their ideas. Because, in reality, children will not only need correct calculations. They will need to understand, to make decisions, and to apply reasoning in new contexts.

That is why lessons do not always start with the “rule”. Many times they start with a question:

“Why did people need numbers?”

“How would the world look without a common system of measurement?”

Such questions give children the opportunity to talk, to ask questions, and to compare answers. In this process, they can discover, for example, old numbering systems and can reach by themselves the conclusion of why these are necessary.

Only afterwards do we formalise and state the rule.

In this way, mathematics is no longer perceived as abstract, but becomes concrete and logical – because students understand where and why it is useful in real life.

When mathematics becomes useful in decision-making

Another example I often use in class is a module that children love: a “space mission”.

Students receive a situation: they have limited resources and must decide how to use them in order to complete a mission.

There is no single correct solution. There is estimation, calculation, argumentation and decision-making.

I remember a child saying: “We can complete one more leg of the journey, but we no longer have enough fuel for the return trip.”

At that moment, mathematics was no longer an abstract exercise to solve in a notebook. Mathematics had become a decision, with real consequences.

The teacher’s role: less “how to do it”, more “how do you think”

For me, as a teacher at Avenor, these moments are the most important – when I see how children start to build their own way of thinking: they ask, they explain, they make mistakes, they come back, they try again.

Here comes the role of the teacher – not to say “this is how it is done”, but to guide through the right questions, which lead to understanding and, later on, to the acquisition of concepts that would otherwise remain too abstract for a 7- or 9-year-old child.

What happens when children make mistakes

I am happy every time a mistake appears.

Because mistakes are essential in the learning process. We do not correct them by simply saying “it is wrong”, but we use them as a starting point:

“How did you think?”

“What would you change?”

“Is there another way?”

These questions help us, as teachers, understand the thinking behind the mistake and, at the same time, help children clarify their thinking and avoid repeating the same errors.As a primary school teacher, one of the questions I hear most often in class, during maths lessons, is simple, but very profound: “Miss, is this correct?” Not “why is it like this?”, but “is it correct?”

And from here, in fact, begins the conversation about how children learn mathematics.

When “correct” becomes more important than “understanding”

In primary school, especially in the first years, I constantly notice one thing: children very quickly associate mathematics with the idea of a correct answer. They want to know if they did it right, if they ticked it correctly, if they reached the result.

It is natural. But in this process a risk appears: attention moves from thinking to result.

The difference between knowing and understanding

I remember a moment in class, when we were working with large numbers. One of my students read without hesitation a six-digit number – correctly, quickly, confidently.

But when I asked him: “Why is it written like this? How do you know the value of each digit?”, there was a pause. He knew how to read the number, but he could not yet explain the structure behind it.

And then the difference between knowing and understanding becomes very clear.

This difference is also important for parents, especially in a context where learning is changing. In order for learning to be consolidated in the long term, understanding is needed. That is why I always explain to parents that speed of solving, for example, is not always a sign that the student has truly understood mathematics.

What a maths lesson looks like

At Avenor, in classroom practice we look less at the “final answer” and more at the process: how the child thinks, how they explain, how they check their ideas. Because, in reality, children will not only need correct calculations. They will need to understand, to make decisions, and to apply reasoning in new contexts.

That is why lessons do not always start with the “rule”. Many times they start with a question:

“Why did people need numbers?”

“How would the world look without a common system of measurement?”

Such questions give children the opportunity to talk, to ask questions, and to compare answers. In this process, they can discover, for example, old numbering systems and can reach by themselves the conclusion of why these are necessary.

Only afterwards do we formalise and state the rule.

In this way, mathematics is no longer perceived as abstract, but becomes concrete and logical – because students understand where and why it is useful in real life.

When mathematics becomes useful in decision-making

Another example I often use in class is a module that children love: a “space mission”.

Students receive a situation: they have limited resources and must decide how to use them in order to complete a mission.

There is no single correct solution. There is estimation, calculation, argumentation and decision-making.

I remember a child saying: “We can complete one more leg of the journey, but we no longer have enough fuel for the return trip.”

At that moment, mathematics was no longer an abstract exercise to solve in a notebook. Mathematics had become a decision, with real consequences.

The teacher’s role: less “how to do it”, more “how do you think”

For me, as a teacher at Avenor, these moments are the most important – when I see how children start to build their own way of thinking: they ask, they explain, they make mistakes, they come back, they try again.

Here comes the role of the teacher – not to say “this is how it is done”, but to guide through the right questions, which lead to understanding and, later on, to the acquisition of concepts that would otherwise remain too abstract for a 7- or 9-year-old child.

What happens when children make mistakes

I am happy every time a mistake appears.

Because mistakes are essential in the learning process. We do not correct them by simply saying “it is wrong”, but we use them as a starting point:

“How did you think?”

“What would you change?”

“Is there another way?”

These questions help us, as teachers, understand the thinking behind the mistake and, at the same time, help children clarify their thinking and avoid repeating the same errors.

We invite you to read the full article on the Despre Copii platform.

Avenor actively contributes to the conversation about 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. We invite you to stay connected to the latest articles published in the Avenor x DESPRECOPII section, a space dedicated to reflection and continuous learning for both parents and teachers.

 

In education, much is said about reforms, programs, examinations, and curricula. Far less attention is given to teachers as professionals: what it truly means to build a solid profession around teaching. In Romania, continuous professional development for teachers is often associated with accumulating credits or attending courses and conferences. For many, it has become an administrative obligation rather than a genuine growth process – not because of a lack of motivation, but because of limited time or practical relevance.

Against this backdrop, teachers from Avenor College share what it means, in concrete terms, to be a well-prepared teacher today.

The educational environment is constantly evolving, and the professionalization of teaching can no longer be an individual endeavor, according to the experts consulted. Teachers need mentoring, collaboration, and schools that themselves function as learning spaces for adults.

What It Means to Be a Well-Prepared Teacher Today

Being a well-prepared teacher means more than mastering the subject you teach. It means transforming complex concepts into meaningful learning experiences and supporting the development of students’ critical thinking and autonomy.

Today’s teacher continuously adapts their practice to students’ real needs through an ongoing process of reflection, collaboration, and professional learning that includes curriculum design, authentic assessment, and the responsible integration of technology, explain Avenor representatives. In their case, teacher development begins as early as the recruitment process.

“During recruitment, beyond the rigorous assessment of professional competencies, we are also concerned with the deeper dimension of compatibility with Avenor College. We tell candidates the Avenor story and seek to understand whether we share the same vision of education and the same professional standards. For us, excellence in teaching goes hand in hand with responsibility, including a strong commitment to safeguarding principles and the ability to create a safe environment in which every child is protected, respected, and supported in reaching their full potential. Professionalization begins with competence, but it is strengthened through values and through the responsibility we assume for the impact we have on every student, every day,” says Cristina Willows, Director of People & Operations and Deputy Executive Director at Avenor.

 

The onboarding process before the start of each school year includes dedicated days for joint training, planning, and pedagogical alignment. Newly hired teachers participate in an extensive induction program focused on school culture, student safety, and professional expectations. Feedback collected from new staff each year contributes to the continuous refinement of the process through an approach based on reflection rather than assumptions.

Investing in the Future of the Profession

Education needs teachers who are well supported at the beginning of their careers, and the Teachers for Teachers program is one of the ways Avenor’s leaders aim to contribute to professionalization. The two-year program provides mentoring and practical training to graduates and early-career teachers. To date, seven teachers have benefited from the program.

Development, Not Formal Evaluation

The way teachers adapt their classroom practices and relationships with students is closely linked to performance evaluation.

“Performance evaluation is designed as a professional growth process. Each teacher sets annual individual goals, including one specifically dedicated to continuous professional development, supported through internal courses, external training programs, conferences, and collaborative work with colleagues,” say representatives of the college.

“Being in my first year at Avenor College, I discovered that professional development is not merely a theoretical concept but a genuine driver of everyday activity. The Performance Management process and the establishment of Professional Learning and Development (PLD) goals helped me define a clear direction from the very beginning. I feel that this system provides concrete support during the lessons I observe. I have learned tremendously by monitoring my progress and adapting my teaching methods. The impact is visible directly in the classroom, in my interactions with students from preparatory grade through fourth grade, where I can apply new techniques that keep them engaged, active, and curious. It is a continuous learning process that gives me confidence that I can make an authentic contribution to every child’s development.” – Ovidiu Mirăuță, Learning Assistant

 

“For me, professional development is a deliberate process that helps me maintain high standards in my day-to-day work. In a school that places such a strong emphasis on holistic development and the wellbeing of the entire community, I continually seek opportunities to refine my skills through professional learning. This has allowed me to participate in programs from the school’s professional development portfolio, such as Teaching with Love and Logic and From Values to Action: Making SMSC Visible in Secondary. This year, I also chose the AI Unplugged: Teaching Smarter, Not Harder course offered by Avenor, which is already helping me reduce part of my administrative workload and giving me more time to focus on the other important aspects of my role as a teacher and school counselor.” –  Anda Costache, School Counselor and Form Tutor Teacher, Grade 8 Omega

 

Communities of Practice: Learning Does Not Happen in Isolation

Authentic professional development requires dialogue and collective reflection, explain Avenor representatives.

“Performance Management has become a space for honest reflection, where I can organize my achievements, challenges, and growth steps. In the classroom, I see how my commitment translates into students’ courage to try, their joy of learning, and their desire to seek answers. And perhaps more strongly than ever before, I feel that I belong to a community that develops not only well-prepared students but also balanced individuals with open hearts and minds,” says Ancuța Floreanu, Primary School Teacher, Class 1 Delta.

 

We invite you to read the full article on the Revista Cariere 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.

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.

Starting nursery is both an important beginning and a significant ending. It marks the start of a child’s experience within a wider community and a period of active exploration of the world around them. At the same time, it signals the end of a stage in which the child has been primarily exposed to the family environment.

From our daily experience working with children and parents in the Avenor Nursery community, we know that this moment comes with many emotions and questions—for young children, but especially for adults.

One thing is very clear: preparing for nursery is not only about the child; it is about the whole family.

Very often, children simply reflect their parents’ emotional state. As long as adults are not ready to take this step, children will mirror their worries and hesitations.

Preparing for Nursery Starts with Parents

Before a child walks into a classroom for the first time, the process actually begins at home – with the decisions, questions, and emotions of the adults around them. If you are not sure where to start, don’t worry. Make a list that includes at least some of the actions below, and you will immediately feel more prepared:

• Research the nursery options available and learn about the key differences between educational approaches and systems. You may be surprised by how much a well-guided two- or three-year-old can learn.
• Visit nurseries to see the facilities, but more importantly, to meet the people who will be caring for your child.
• Speak with parents whose children already attend nursery and learn from their experiences.
• Talk together as a family about starting nursery. Share your feelings and expectations about this new stage, while also considering the practical aspects. Try making a journey to and from the nursery to get a sense of what the daily routine will be like.
• Attend workshops and events on early childhood education. Parents also need to learn what this new stage means in order to understand how best to support their children.

How Children Prepare for Nursery

While parents prepare by gathering information and making decisions, children prepare by gradually becoming familiar with new people, environments, and routines. Here are some practical ways to support this process:

• Provide plenty of opportunities for your child to spend time in social environments with other children, such as parks, playgrounds, workshops, and birthday parties.
• Visit nurseries together. These visits are especially valuable when children have the opportunity to spend some time playing in the environment.
• Include your child in conversations about nursery and explain, in age-appropriate language, what starting or changing nursery will involve.
• Gradually introduce them to their new peer group and environment.
• Be present and supportive when they find the settling-in period challenging, helping them understand and manage their emotions.
• Encourage open conversations about what they enjoy and what they enjoy less. It is perfectly normal for children to have experiences that fall into both categories.
• Show confidence in your child’s teachers in front of your child. Any differences between expectations and educational approaches should be addressed separately, so that your child feels reassured that they are in safe and capable hands.

What to Realistically Expect During the First Weeks of Nursery

• New beginnings can be difficult, and settling into nursery is no exception. Even when things appear to be going well, you may notice behavioural changes such as:
• Your child may cry more often, sometimes without an obvious reason and sometimes because they are upset about going to nursery.
• They may resist the change strongly, making it challenging at times for parents to remain consistent and persevering.
• They may experience more restless sleep as a result of the uncertainty and emotional adjustment they are going through.
• Their behaviour may temporarily change, and they may seem more irritable, emotional, or tired than usual.

From a psychological perspective, these reactions are entirely normal. They are not signs that a child is “not ready”; rather, they indicate that the child is experiencing a significant life transition and needs time and support to adjust.

This is why the role of adults is so important – not to eliminate discomfort altogether, but to contain it, guide it, and help children navigate it safely. At Avenor Nursery, we place great emphasis on supporting parents throughout the settling-in process, helping families build confidence as they embark on this new chapter together.

We invite you to read the full article on the Despre Copii platform.

Avenor actively contributes to the conversation about 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. We invite you to stay connected to the latest articles published in the Avenor x DESPRECOPII section, a space dedicated to reflection and continuous learning for both parents and teachers.

Summer is all about discovery, play, new friendships, and experiences that stay with children long after the holidays end. At Avenor College, we aim to turn every summer day into an authentic learning journey filled with interactive, creative and energetic activities.

Under the theme “In Real Life”, Avenor Summer School returns this year between 29 June and 24 July, offering a programme designed for children aged 1.9 to 12 years, hosted in our Greenfield campus in a safe and welcoming environment. Throughout the summer, children will take part in a wide range of activities tailored to each age group, from outdoor adventures and sports to creative workshops, trips, themed experiences and meaningful shared moments.

You can find more details about this summer programme on the dedicated Avenor Summer School page.

We invite you to discover below insights from Cristina Farcaș – Avenor Summer School Lead and Andreea Dumitrescu – Primary Summer School Coordinator, about how this summer programme for children aged 1.9 to 12 is designed.

A theme that brings the real world closer to children

This year’s theme, “In Real Life”, invites children to explore the world around them through play, discovery, and hands-on experiences, tailored to each age group. The youngest explorers in Nursery will experience summer learning between 29 June and 24 July, while children aged 5 to 12 will enjoy all planned activities between 29 June and 10 July at the Avenor College campus in Greenfield.

In Nursery, “In Real Life” takes children on a learning journey rooted in the real world, adapted to their interests and developmental stage. The four weekly modules encourage them to explore big questions such as “How does the world work?” and “How can we make the world a better place?”. Learning comes alive through sensory activities, STEAM experiences, nature exploration and meaningful connections with the local community.

For children aged 5 to 12, the experience is built around essential questions such as “How does the world around us work?”, “Who are the real-life superheroes in our lives?” and “What makes a young entrepreneur?”. These ideas are explored through Project-Based Learning (PBL), where children turn curiosity into hands-on projects, discover fascinating cultures, travel imaginatively through history and experiment with different forms of art.

What’s new in Summer School 2026

For children aged 1.9 to 5, this year’s edition extends the programme to four weeks and places a strong focus on developing independence through activities carried out beyond the traditional classroom, in the forest or during excursions. For the Young Explorers group, dedicated to children aged 1.9 to 3, the programme also includes engaging workshops led by special guests, as well as weekly swimming activities – shares Cristina Farcaș, Avenor Summer School Lead.

For children aged 5 to 12, the summer programme also brings new and memorable experiences. The Water Fun programme is expanded to include weekly swimming sessions, alongside guest-led workshops and interactive activities aligned with PBL themes. Children will also discover a new Escape Room challenge, take part in weekly trips to different destinations, attend hands-on gardening and cooking workshops, and, of course, enjoy the much-anticipated school sleepover – notes Andreea Dumitrescu, Primary Summer School Coordinator.

Experiences children remember most

Some activities, year after year, become true summer stories children carry with them long after the programme ends.

In Nursery, summer memories are built from simple and meaningful moments: weekly themed parties, swimming activities, daily forest explorations and quiet story time with educators. These experiences support children’s emotional and social development while helping them discover the world with confidence and curiosity.

For children aged 5 to 12, the school sleepover, Water Fun days and weekly excursions are among the most loved experiences. These moments combine fun, friendship and adventure, creating memories that last.

 

Nature as a living classroom

The location of the Avenor College campus near Băneasa Forest transforms nature into a genuine learning and exploration space for all Summer School children, regardless of age. Children spend time outdoors every day in an environment that encourages curiosity, movement and a natural connection with the world around them.

The forest becomes an extension of the learning space, where children engage in age-appropriate activities ranging from exploration and free play to sports, gardening workshops and outdoor learning experiences. Excursions and nature-based activities are designed to build resilience, independence and confidence, while also encouraging an active and healthy lifestyle.                           

More than just a summer holiday

Avenor Summer School is more than a holiday programme; it is a space where children grow, explore and develop essential skills in a natural and relaxed way. The summer experience supports their independence, confidence, social-emotional skills, and ability to collaborate and build new friendships.

At the same time, the programme offers a valuable transition experience for children who will begin their journey in the Avenor community in autumn. Through safe, welcoming and familiar experiences, children gradually adapt to the rhythm and atmosphere of school life, building the emotional comfort and confidence needed for a new beginning.

Special offer for new Pregătitoare and Grade 5 students

For newly enrolled families whose children will start Pregătitoare or Grade 5 in September 2026, we are offering two free weeks at Avenor Summer School. This is a wonderful opportunity for children to discover the school, meet teachers and peers, and settle into a natural and relaxed transition.

Our goal is that on their first official school day, children step into the campus not as strangers, but as members of a community they already know, with shared memories and a sense of belonging.

This offer is available exclusively for new families joining in the 2026–2027 academic year (Pregătitoare and Grade 5) who complete the enrolment process between 18 May and 25 June.

For more information, please contact us at:
📧 admissions@avenor.ro 

There are simple moments that stay in a child’s memory for a long time: a morning spent in nature, an adventure shared with dad, the courage to try something new while having a trusted adult by their side. In the early years of life, these kinds of experiences play a far more important role than we might initially think.

An increasing number of studies in the field of early childhood education show that father figures contribute significantly to children’s development of autonomy, self-confidence, and emotional resilience. Naturally, fathers tend to encourage exploration, physical challenges, and active play — experiences through which children learn to test their limits and build courage.

 

Starting from this idea, Avenor Nursery chose to transform a morning spent with fathers into a practical and authentic experience held in Băneasa Forest – a space that has been part of the children’s educational journey since their earliest years.

Instead of a traditional classroom activity, fathers, grandfathers, uncles, and other father figures were invited to spend a morning in nature, taking part in activities inspired by the British concept of “Risk Play” – play through exploration, challenge, and taking controlled risks.

The Forest — A Learning Space and a Teacher at the Same Time

Children and adults built birdhouses together, took part in balance games, explored unusual textures and materials in the mud kitchen, and discovered what a real “Forest Classroom” looks like – a place where nature itself becomes a learning environment.

“Specialists increasingly talk about children’s need to experience ‘managed risk’ – age-appropriate, controlled challenges that help them develop decision-making skills, problem-solving abilities, and self-confidence. Through this ‘managed risk’, we are not exposing children to danger; rather, we are teaching them how to navigate the real world with caution and courage. It is one of the foundations of active learning: the satisfaction of succeeding at something that initially seemed challenging,” explains Tania Păduraru Răduță, Head of Nursery at Avenor Nursery.

Băneasa Forest offers one of the best possible settings for these kinds of experiences.

“In the outdoors, children explore more freely, test their bodies, create, and cooperate. A puddle becomes an experiment, a log becomes a balance exercise, and mud becomes a material for imagination and sensory development. More than that, nature also changes the way adults interact with children. The relationship becomes more authentic, more relaxed, and more present,” adds Tania Păduraru Răduță.

How Can Fathers Become More Involved in Their Children’s Lives from an Early Age?

For many of the parents present, the morning spent in the forest was also a rare opportunity to reconnect. Without phones, without rushing, and without the usual workday morning routine, all attention shifted entirely toward the relationship with their child.

The event also brought forward an essential topic for modern families: how fathers’ presence during the early years lays the foundation for long-term trust and connection. This bond does not require elaborate plans or sophisticated activities.

On the contrary, the magic happens in moments of consistency and emotional availability – such as the joy of building a small boat together from a stick found on the ground. Our educators often observe that, for a child, having their father there “in the grass” beside them is one of the strongest signals of support. This relaxed presence gives children the confidence to explore and make mistakes – essential elements of learning. In the end, it is not the objects built in the forest that remain most important, but the feeling of “togetherness” that gives children strong roots.

At Avenor, these kinds of activities are part of an educational approach that values not only academic development, but also autonomy, authentic relationships, and learning through direct experience. And sometimes, the most important lessons are not learned in a classroom, but in a forest, with muddy hands and dad by your side.

If you would like to experience moments like these together with your children, we invite you to join a special event organised at Avenor on 16 May, between 9:30 AM and 1:00 PM. At “Hello, Summer!” we will play together and explore a variety of activities that will bring thoughts of summer and adventure to life. Register here!

Now in its fourth edition, the Avenor Entrepreneurship Challenge has become one of the most anticipated projects for Grade 9 students, where creativity is the key ingredient in tackling a real entrepreneurial challenge.

This experience gave student teams the opportunity to create a fully innovative food product, going through all the stages of development – from concept to final product. The highlight was presenting their creations in front of a jury of specialists and an audience of peers and parents, ready to support them.

Victor Bratu, EdTech & Data Lead and the competition coordinator, shares in the interview below insights about this year’s edition and how the challenge unfolded.

A project born from the desire to learn differently

The Avenor Entrepreneurship Challenge is part of the Learning Outside the Classroom (LOTC) programme, designed for Grade 9 students, with the aim of transforming education into a practical and meaningful experience.

Launched in 2022, the project was created to provide an engaging learning context where students can apply, in a concrete way, the knowledge acquired in class.

The 2026 challenge: a snack “from beyond our world”

While maintaining the core concept of the competition, students were challenged to create a healthy snack, either sweet or savoury. The 2026 edition introduced a new element: a unifying creative theme – developing a healthy product with a celestial inspiration, “from beyond our world,” while meeting several interdisciplinary requirements:

• Design & Technology and Arts: creating original and suitable packaging
• Business Studies: developing a solid business plan
• Media Studies: building a compelling marketing campaign

Teamwork: clear roles, shared goals

To closely reflect the structure of a real company, each team consisted of seven members, each with a clearly defined role:

• CEO (team leader)
• Two chefs (product development)
• Graphic Designer (packaging and visual identity)
• Business Analyst (financial plan)
• Marketing Director (promotion strategy)
• A seventh flexible member, supporting one of the last three roles based on their strengths

Each team received a budget of 200 RON to develop their prototypes and participated in workshops led by jury members, where they received guidance on nutrition and evaluation criteria.

Competition, emotions, and performance

Nine teams presented their products in front of a jury made up of industry professionals:

• Ioana Bucin, Business Specialist Transformation Manager at GreenGroup
• Andrei Roșu, Marketing and Packaging Specialist and co-founder of Filgud
• Dan Neacșu, Chef at Avenor Living

The level of competition was high, with students demonstrating not only creativity but also determination and strong presentation skills. Emotions ran high, but their drive to impress the jury was even stronger.

Winners of the 2026 edition

After deliberation and feedback sessions, the winning teams were announced:

🥇 1st place – BlissBites – crunchy cookies, perfect for a quick sweet break
Team: Ștefan (9 Delta), Horia (9 Alfa), Ileana (9 Delta), Maya (9 Delta), Izabela (9 Delta), Tania (9 Delta), Andreea-Maria (9 Delta)

🥈 2nd place – PLANITz – sweet protein bites, ideal for energy and an active lifestyle
Team: David (9 Omega), Thea (9 Omega), Alexis (9 Omega), Andrew (9 Omega), Carmen (9 Omega), Mihai (9 Omega), Andrei (9 Omega)

🥉 3rd place – Banoffee – chocolate bars inspired by the classic banana and caramel combination, for a delicious treat
Team: Diana (9 Omega), Sara (9 Omega), Anda (9 Omega), Alexis (9 Omega), Alexandra (9 Omega), Sofia (9 Omega), Anna-Sophia (9 Omega)

More than a competition

The Avenor Entrepreneurship Challenge is more than a contest – it is an authentic learning experience where students discover their potential and develop essential skills for the future.

The products created and the presentations delivered demonstrated not only the high level of the participants, but also their genuine interest in entrepreneurship. Their enthusiasm and engagement confirm that this project will continue to grow and inspire future generations.

Each year, Avenor graduates choose universities across the world — from the United Kingdom and the Netherlands to Italy, Spain and the United States. Over the past seven years, 139 graduates of Avenor International High School have been admitted to leading academic institutions worldwide. Our alumni study Engineering at Eindhoven University of Technology and KU Leuven, Economics at the London School of Economics and Harvard, Medicine at Trinity College or the University of Groningen, and Design at Istituto Marangoni.

At Avenor, career guidance — and subsequently university counselling — begins in the first year of high school. Through a comprehensive process coordinated by our Career Counsellors, students discover their own path and develop a deep understanding of the options available to them at universities around the world.

The diversity of destinations and fields of study is no coincidence. It is the result of a guidance process that starts early and helps students build not only an academic pathway, but also a clear understanding of their values and identity.

At Avenor, preparing for university also means building roots strong enough that, one day — once professional expertise has been shaped in some of the world’s most competitive environments — returning home becomes a deliberate and meaningful choice.

This is how the partnership between Avenor and the Romanian Students Abroad League (LSRS) was born — an organisation that, for over 17 years, has connected Romanian students at universities worldwide and promoted academic excellence, engagement and international collaboration.

This year, Avenor is supporting one of LSRS’s most important projects: the Romanian Students Abroad Gala, which will take place on 7 April at the Palace of Parliament.

Far from Home, Close to Romania

On 7 April, at the Palace of Parliament, the Romanian Students Abroad League will host the Romanian Students Abroad Gala — the annual event recognising the outstanding achievements of young Romanians studying internationally, across fields ranging from STEM and research to the arts and civic engagement.

This year’s theme, “Far from Home, Close to Romania”, captures an idea that resonates deeply with the Avenor community as well: international education is not only about studying at top universities around the world, but also about remaining connected to Romania and understanding why returning home is meaningful.

Avenor students will therefore attend the Gala not as simple spectators, but as future university students engaging directly with young people who have already walked this path. They will have the opportunity to ask real questions about academic choices, about life in an international environment, and about what it means to be Romanian at a top 50 global university — conversations that transform an abstract future into a personal and tangible one.

Learning from Real Experiences

Avenor high school students’ participation in the Gala is designed as an opportunity for exploration and direct dialogue with Romanian students studying abroad. They will discover authentic stories about university applications, adaptation, academic challenges and everyday life in an international context.

At the same time, they will be able to ask questions and hear diverse perspectives on real experiences: what the first year away from home truly feels like, what challenges arise, how the academic culture of a British university differs from that of a Dutch one, and how students learn to navigate between them. It is also the ideal context to explore an essential question: how — and at what moment — do you realise that you want to return to Romania?

Such open and unfiltered discussions complement the university guidance process in a way that no guidebook or presentation can replace. For Avenor students, these encounters transform aspirations and dreams about the future into more concrete plans — and this is the best way to prepare them for the next stage of their lives. Choosing a university stops being an abstract concept and begins to take shape through real faces, experiences and stories.

Shared Values: Academic Excellence and Responsibility Towards the Community

The partnership between Avenor and the Romanian Students Abroad League is built on a shared vision of education: academic performance is not an end in itself, but a starting point for meaningful contribution to society. Both Avenor and LSRS support the idea of a generation of young people capable of performing internationally while remaining connected to the community they come from.

This year, Diana Segărceanu, Founder and Executive Director of Avenor College, is part of the Gala’s Grand Jury, alongside prominent figures from the Romanian and international academic and cultural environments — an involvement that reflects the direct connection between Avenor students’ international journeys and the responsibility to transform global experience into local impact.

“At Avenor, we do not aim solely for our graduates to gain admission to prestigious universities. We aspire to something more ambitious: to shape young people who become among the best in their field — in London, Amsterdam, Barcelona, Milan or Bucharest — who build their professional experience alongside leading experts, and who, at a certain point, choose to bring that expertise back home to Romania. Returning thus becomes a conscious choice and a source of pride, because they have strong roots and understand why their contribution matters. For us, this is education with purpose.” –  Diana Segărceanu, Founder and Executive Director, Avenor College.

Wings and Roots — The Foundations of a Meaningful Journey

At Avenor, career guidance and university counselling are not simply about helping a student secure admission. They are about supporting each student in understanding what they wish to build and where, having the courage to go far, and at the same time the clarity to know what they may one day return to.

The LSRS Gala is one of the moments when this process takes shape. For the Avenor students who will be present on 7 April, it will likely be the first time their academic future acquires real faces and stories — experiences that prepare them to fully embrace international opportunities while preserving their Romanian roots, making the decision to return home both a possibility and a conscious choice.