Sailing as an educational program in open child and youth work offers diverse positive effects on child development. Children aged 5 to 12 particularly benefit physically, psychologically, and socially from such an experience. The following outlines the key aspects and experiences observed during a sailing project:

Physical Well-being

Sailing provided the children with active and varied leisure activities that went far beyond their daily routines. Activities such as swimming, diving, making campfires, going on excursions to cities together, sharing meals, or simply enjoying peace and quiet on board significantly contributed to promoting physical well-being.

A healthy, balanced diet also played an important role – cooking and eating together strengthened awareness of nutrition and community. The living conditions on the ship offered a special experience – simple, yet safe, structured, and communally organized. The opportunity to participate in diverse leisure activities promoted movement, curiosity, and stress reduction.

Psychological Well-being

The project created a protected space for the children where they were allowed to take on responsibility – age-appropriately and with guidance. By dividing them into different teams such as navigation, safety, or steering teams, as well as through daily tasks like table service, they learned that their help was needed and valued.

A central experience was believing in their own abilities. The children experienced appreciation, recognition, and were strengthened in their personality. They were assured that they could do things and that they mattered – regardless of academic pressure or social prejudices. Daily life on board was structured but stress-free, which was a valuable experience, especially for children from challenging backgrounds.

Topics such as screen-free time, adherence to clear rules and boundaries (e.g., “don’t go to bed wet”) also contributed to psychological relief. The children were allowed to simply be children, without having to bear excessive responsibility for others (relief from parentification). The attention of the educational professionals and being taken seriously fostered self-esteem and emotional balance.

Group Formation and Friendships

During the sailing project, close group dynamics and friendships developed that lasted beyond the project. Shared experiences, challenges, and living together in close quarters strengthened the sense of community. Children who barely knew each other before or were rather reserved found new playmates and allies in daily life on board.

Socio-emotional Component

Within the group, a kind of “family structure” developed, characterized by care, trust, and mutual respect. The children looked after each other, comforted each other when homesick, or helped with tasks. The staff also played a supportive but not overpowering role – similar to a trustworthy, secure attachment figure. This lived togetherness fostered emotional learning, empathy, and the children’s ability to form bonds.

Positive Effects on Staff and Relationships with Children

The project also had many positive effects for the educational staff. The intensive time on board allowed for deeper relationship building: the children could experience adults in everyday, authentic situations – cooking, sailing, laughing, or dealing with difficulties.

This authentic closeness built trust and enabled a new approach to the children that is often not possible with such depth in regular open operations. The staff gained new insights into the children’s life realities and potential, and were better able to recognize and foster individual resources. A mutual understanding and a sustainably strong relationship level emerged.

Conclusion

The sailing project had a lasting positive impact on the participating children at various levels. It offered them space for development, recreation, growth, and participation. The mix of nature experience, responsibility, community, and fun strengthened their personalities and allowed them to have experiences that are often lacking in everyday life.

 

Such a project impressively demonstrates how holistic support in open child and youth work can succeed – through real experiences, real relationships, and a common goal.