Editing Learning (section)

=== Informal learning ===
{{Main|Informal learning}}
''Informal learning'' is less structured than "non-formal learning". It may occur through the experience of day-to-day situations (for example, one would learn to look ahead while walking because of the possible dangers inherent in not paying attention to where one is going). It is learning from life, during a meal at the table with parents, during [[play (activity)|play]], and while exploring etc.. For the learner, informal learning is most often an experience of happenstance, and not a deliberately planned experience. Thus this does not require enrollment into any class. Unlike formal learning, informal learning typically does not lead to accreditation.<ref name="competencecentre.eu"/> Informal learning begins to unfold as the learner ponders his or her situation. This type of learning does not require a professor of any kind, and learning outcomes are unforeseen following the learning experience.<ref>{{Cite journal |last1=Kyndt |first1=Eva |last2=Baert |first2=Herman |date=June 2013 |title=Antecedents of Employees' Involvement in Work-Related Learning: A Systematic Review |url=http://journals.sagepub.com/doi/10.3102/0034654313478021 |journal=Review of Educational Research |language=en |volume=83 |issue=2 |pages=273–313 |doi=10.3102/0034654313478021 |s2cid=145446612 |issn=0034-6543|url-access=subscription }}</ref>

Informal learning is self-directed and because it focuses on day-to-day situations, the value of informal learning can be considered high. As a result, information retrieved from informal learning experiences will likely be applicable to daily life.<ref name=":6" /> Children with informal learning can at times yield stronger support than subjects with formal learning in the topic of mathematics.<ref>{{Citation |last1=Dunst |first1=Carl J. |title=Meta-Analysis of the Relationship Between Home and Family Experiences and Young Children's Early Numeracy Learning |date=2017 |url=http://link.springer.com/10.1007/978-981-10-2553-2_7 |work=Engaging Families as Children's First Mathematics Educators |pages=105–125 |editor-last=Phillipson |editor-first=Sivanes |access-date=2023-06-29 |place=Singapore |publisher=Springer Singapore |doi=10.1007/978-981-10-2553-2_7 |isbn=978-981-10-2551-8 |last2=Hamby |first2=Deborah W. |last3=Wilkie |first3=Helen |last4=Dunst |first4=Kerran Scott |series=Early Mathematics Learning and Development |editor2-last=Gervasoni |editor2-first=Ann |editor3-last=Sullivan |editor3-first=Peter|url-access=subscription }}</ref> Daily life experiences take place in the workforce, family life, and any other situation that may arise during one's lifetime. Informal learning is voluntary from the learner's viewpoint, and may require making mistakes and learning from them. Informal learning allows the individual to discover coping strategies for difficult emotions that may arise while learning. From the learner's perspective, informal learning can become purposeful, because the learner chooses which rate is appropriate to learn and because this type of learning tends to take place within smaller groups or by oneself.<ref name=":6">{{Cite journal |last1=Decius |first1=Julian |last2=Schaper |first2=Niclas |last3=Seifert |first3=Andreas |date=December 2019 |title=Informal workplace learning: Development and validation of a measure |journal=Human Resource Development Quarterly |language=en |volume=30 |issue=4 |pages=495–535 |doi=10.1002/hrdq.21368 |s2cid=201376378 |issn=1044-8004|doi-access=free }}</ref>