Abstract
The aim of this study was to investigate the contribution of spontaneous play to the development of children's autonomy. To this end, a qualitative microethnographic study was conducted with six children, five boys and one girl, aged between two and three years old, who were part of a preschool class in kindergarten 1. They were observed daily for four months. Three thematic categories emerged from the participant observation: the importance of organizing spaces as a facilitator of free play; free play and interactions between children; and free play and the development of autonomy. The results showed that the organization of spaces interferes with free play and the development of children's autonomy; that when playing freely, children enhance symbolic play, assume roles and interact spontaneously; and when children play freely, they develop in their entirety, learning to think, question, discover, explore, and experience new discoveries. These factors are essential for the integral growth and development of children's autonomy through free play actions.
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