{"id":46306,"date":"2026-06-17T08:01:16","date_gmt":"2026-06-17T08:01:16","guid":{"rendered":"https:\/\/www.avenor.ro\/?p=46306"},"modified":"2026-06-17T08:01:16","modified_gmt":"2026-06-17T08:01:16","slug":"young-children-do-not-learn-best-by-sitting-at-a-desk-and-reproducing-information-what-an-oecd-study-reveals-about-early-childhood-education-and-what-we-see-in-the-classroom","status":"publish","type":"post","link":"https:\/\/www.avenor.ro\/en\/blog\/young-children-do-not-learn-best-by-sitting-at-a-desk-and-reproducing-information-what-an-oecd-study-reveals-about-early-childhood-education-and-what-we-see-in-the-classroom\/","title":{"rendered":"Young Children Do Not Learn Best by Sitting at a Desk and Reproducing Information. What an OECD Study Reveals About Early Childhood Education – and What We See in the Classroom"},"content":{"rendered":"

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.<\/span><\/p>\n

This is why the <\/span>conclusions of the latest OECD study<\/span><\/a> 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.<\/span><\/p>\n

Beyond the statistics, the study highlights an essential truth: the first years of a child’s life are not a period of \u201cwaiting\u201d until real school begins. They are the foundation of the entire learning journey.<\/span><\/p>\n

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.<\/span><\/p>\n

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.<\/span><\/p>\n

When we talk about a safe and stimulating educational environment, we are referring to an ecosystem built around three essential pillars.<\/span><\/p>\n

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.<\/span><\/p>\n

\"\"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 \u201csurvival mode\u201d into \u201clearning\"\" mode.\u201d<\/span><\/p>\n

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.<\/span><\/p>\n

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.<\/span><\/p>\n

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.<\/span><\/p>\n

How Can We Reduce the Gaps Between Children from Different Backgrounds?<\/b><\/h3>\n

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.<\/span><\/p>\n

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.<\/span><\/p>\n

Perhaps one of the most important conclusions of the study is that high-quality early childhood education does not accelerate childhood\u2014it protects and enriches it. Young children need time to play, explore, move, and build meaningful relationships. When these needs are respected, learning happens naturally.<\/span><\/p>\n

Nursery Is More Than Childcare<\/b><\/h3>\n

\"\"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.<\/span><\/p>\n

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.<\/span><\/p>\n

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.”<\/span><\/p>\n

That is where education truly begins.<\/span><\/p>\n

We invite you to read the full article on the<\/span> Edupedu<\/b><\/a> platform.<\/span><\/p>\n

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\u2019s educational journeys.<\/span><\/i><\/p>\n","protected":false},"excerpt":{"rendered":"

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 […]<\/p>\n","protected":false},"author":44,"featured_media":46304,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[428],"tags":[],"class_list":["post-46306","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-school-life"],"acf":[],"yoast_head":"\nYoung Children Do Not Learn Best by Sitting at a Desk and Reproducing Information. 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