Social robots are envisioned to be companions for humans, yet the majority of human interaction with them occurs within laboratory confines. We compare in-the-wild child-robot interaction workshops conducted by us in three different settings: in a museum, in a classroom, and in a laboratory. Our analysis indicates that each serves a different purpose in understanding child-robot interaction. Preschool settings provide a more holistic view of natural interaction patterns and social integration, while laboratory settings allow for in-depth analysis of specific aspects of interaction, such as language learning or shyness. Museum settings expose children to a broader context for social robots.