In the paper, we argue that fostering the autonomy of children in kindergarten
contributes to the positive effects of the individual’s autonomy
later in life. Various sources substantiate the assumption that there is a
relationship between the child’s autonomy and the autonomy of educators.
In the paper, we identify and investigate how preschool teachers
evaluate the factors of their own professional autonomy, we determine
the factors and conditions that, in their opinion, foster the autonomy of
preschool children, and we verify whether the assessment of both factors
and conditions affects the actual state of the stimulation of the autonomy
of children in kindergarten. With regard to fostering the autonomy of
children, we have in mind the participation of children, enabling them
to play and learn and to manipulate materials and teaching aids in their
own way, so that preschool teachers can offer them a choice, take into
account their feelings and perspectives, and provide them with rational
feedback. The results of the research show that an evaluation of the factors
and conditions for fostering the autonomy of children by preschool
teachers (N = 524) has a beneficial effect on fostering the autonomy of
the children, but it is not crucial. The most important factors in fostering
the autonomy of children are the preschool teacher as a person and the
participation of children.
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