Author: Avenor College

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.

We invite you to read the full article on the DespreCopii platform.

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.

When he was 12, Andrei wasn’t necessarily dreaming of Harvard. He was dreaming of making films. 

At a time when many teenagers are still trying to figure out what they are passionate about, armed with just a mobile phone and a lot of imagination, Andrei began creating stories and experimenting with whatever he had at hand. Over time, his passion for filmmaking turned into a strong portfolio, a genuine curiosity for learning, and a discipline that would come to define his academic journey.

Years later, in the summer of 2026, Andrei graduated from Harvard College, Magna Cum Laude, with a double major in Art, Film and Visual Studies and Economics. Today, he is preparing for a new professional chapter in New York, where he will work at a fintech company while continuing to nurture the passion that has accompanied him since childhood: film.

Looking back on the past few years and on his experience at one of the world’s most prestigious universities, Andrei offers a mature perspective on what success truly means. He speaks about curiosity, discipline, balance, and the importance of never allowing a label to define who you are.

We invite you to discover Andrei’s story – one in which a childhood passion grew into an academic and professional journey shaped by authenticity, perseverance, and courage.

A path built on passion, not certainty

Looking back, Andrei describes his path to Harvard in surprisingly simple terms. It all began with a desire to tell stories through film. As his projects became increasingly ambitious, he found a way to turn that passion into an academic pursuit through Media Studies and Art and Design courses at Avenor College, as part of the A Levels programme, while simultaneously building a portfolio of films.

At the same time, he maintained strong academic performance and continued exploring a range of interests, without building his entire identity around a single goal.

“I applied without having very high expectations,” he says. Although he knew he was a competitive candidate, he was also aware of how unpredictable and selective the admissions process can be. The moment Harvard became a real possibility was when he received the interview invitation. That was when he realised there was truly a chance.

Harvard beyond the myths

If he had to sum up the Harvard experience in just three words, Andrei would choose: community, curiosity, and depth. Before arriving there, he had imagined an environment that would be highly formal, competitive, and perhaps even distant. The reality was different.

“From the very first moment I stepped onto campus, I met people who were incredibly kind, open, and genuine,” he says.

Settling in was easier than he had expected, and the relationships he built with his peers became one of the most valuable parts of his university experience. Academically, the challenges lived up to the university’s reputation. What made the difference, however, was the constant support offered by professors, teaching fellows, and the educational resources available. The academic culture is not built solely around performance, but also around questions, exploration, and depth of understanding.

What prepared him for Harvard

Andrei believes that his experience at Avenor played an essential role in preparing him for an international university environment.

“Looking back, I believe my experience at Avenor prepared me very well for this type of education. My close relationship with the teachers, who were friendly and open to answering my questions, encouraged me to stay curious and engaged. The A Levels system also helped because it allowed me to specialise in three subjects I was passionate about and study them in depth. In addition, my own curiosity beyond school pushed me to explore further and gain a clearer sense of what I wanted to study at university. Last but not least, the British system helped me develop my English to a very high level, which was essential both for my courses and for social integration in an international environment.”

Perhaps the most important thing he gained during those years, however, was an openness to the unknown.

“In a place like Harvard, you are constantly exposed to new ideas, new people, and new challenges. You have to accept that you won’t have all the answers from the start.”

(Photo: Andrei at the Romanian language course graduation ceremony at Avenor College)

Curiosity and discipline: the combination that makes the difference

If there are two ideas that appear again and again in Andrei’s story, they are curiosity and discipline.

In his view, success in a top academic environment is not defined by intelligence alone.

“Curiosity is the compass, and discipline is the engine. If you have curiosity without discipline, you know where you want to go, but you cannot make the journey. If you have discipline without curiosity, you have the strength to move forward, but not the direction. Only together can curiosity and discipline turn interest into knowledge and potential into results. Beyond that, the specific skills you need depend greatly on your field of study and your individual goals,” he explains.

(Photo: Andrei on his Harvard graduation day)

Learning how to learn

One of the most important lessons Andrei discovered during his studies is that academic success is not simply about accumulating information.

“At top universities, you have to learn how to learn.”

The large volume of information and the fast pace of classes require students to develop effective learning methods. During his A Levels, Andrei changed the way he studied and began using a simple but highly effective strategy: constant self-testing.

Instead of waiting until he felt he had mastered the material perfectly, he tested himself from the very early stages of the learning process. This allowed him to quickly identify what he did not yet understand and focus his efforts where they were most needed. This active approach helped him move beyond memorisation toward deeper understanding and critical thinking.

On pressure, failure, and resilience

(Photo: Andrei with his family)

There is often a great deal of discussion about the pressure associated with top universities. For Andrei, however, the experience was defined less by pressure and more by the support he received from his family, friends, and mentors.

Of course, there were difficult moments.

“There were many times when I felt it was all too much,” he admits.

In those situations, the support of the people close to him made all the difference. One of the important lessons he learned is that success does not mean managing everything on your own, but having the courage to ask for help when you need it.

As for failure, Harvard’s culture treats it as a natural part of the learning process. Mistakes are neither ignored nor allowed to define a person’s worth. Instead, they are integrated into the process of growth and become opportunities for development.

An ordinary day at Harvard

Contrary to the image of the student who studies nonstop, life at Harvard is about balance. For Andrei, a typical day might begin with an economics class, continue with time spent in the library with friends, and often end with a film course. Evenings could mean extracurricular activities, sports, studying, or simply spending time with friends.

One of his favourite memories is connected to the library in Leverett House, the residence where he lived throughout university. The Harvard experience was never limited to lecture halls. It was also shaped by conversations over meals, collaborative projects, clubs, social activities, and the relationships formed between students from all corners of the world.

What advice would he give to students dreaming of top universities?

For students who hope to study at universities such as Harvard, Andrei’s advice is surprisingly simple:

“First, find what truly excites you. Then, do thorough research on the universities you are interested in and understand what they are looking for in future students. Finally, build excellence through consistency and do not let failure stop you. Failure should not be accepted as the end point, but integrated into your next attempt.”

(Photo: Personal archive – Andrei Mitoiu)

He also emphasises that there is no single formula for success. Some people excel in one particular field, while others build a multidisciplinary profile. What matters is authenticity, impact, and the passion with which you pursue your interests.

Beyond Harvard

Perhaps Andrei’s most interesting reflection is not about admissions, classes, or academic performance, but about the way he has redefined his idea of success.

A few years ago, success meant being admitted to a top university. Today, he sees things differently. At the graduation ceremony, Conan O’Brien shared a message with the graduating class that has stayed with him:

“I hope that Harvard becomes the least important thing people know about you.”

(Photo: Andrei with his family on graduation day)

For Andrei, this is the real challenge. Harvard is an extraordinary starting point, but not a final destination. Success means continuing to build, remaining curious, learning constantly, and creating impact through whatever path you choose next.

And if his story conveys one message, it is this: great achievements do not always begin with perfect plans. Sometimes, they begin with a genuine passion and the courage to explore the unknown.

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!