Shaping space and practice to support autonomy: lessons from natural settings in Scotland

Alexia Barrable

doi:10.1007/s10984-019-09305-x

Abstract

In the present paper, I explore some of the concrete manifestation of autonomy support in natural childcare and early childhood education settings, under the organising framework of self-determination theory. More specifically, I present the ways in which early childhood educators shape the space of natural settings and use the affordances of the natural environment to promote autonomy in children aged 3–8 years. The practices presented are a result of direct observation in several Scotland-based outdoor settings, observations and organic conversations with educators in outdoor and forest kindergartens. Hopefully the practices and spaces presented in this paper can be of use by educators and setting managers who aim to support autonomous learning and intrinsic motivation in their pupils in outdoor natural early years’ settings.

Highlights

Self-Determination Theory (SDT) identifies autonomy as one of the basic psychological needs for humans to develop optimally and flourish within their environment (Ryan and Deci 2017)
In order to present the findings, collected through observations, interviews and photographs, the researcher decided to try to group some of the observations that were made into themes
The support and promotion of autonomy with respect to risk and risky activities were believed to lead to greater self-regulation and a safer environment by practitioners. This particular project was primarily guided by the following research aims: to explore how the natural spaces are shaped by practice that is committed to supporting autonomy; and to explore how natural spaces themselves shape Autonomy Support (AS) practices

Summary

Introduction

Self-Determination Theory (SDT) identifies autonomy as one of the basic psychological needs for humans to develop optimally and flourish within their environment (Ryan and Deci 2017). To define autonomy fully, one needs to take into account the external environment, because being fully autonomous indicates that the individual’s actions are coherent with both self and environment (Deci and Vansteenkiste 2004). In this respect, when we think about autonomy in young children, the environment and socialising agents (e.g. parents, teachers) must be actively supportive of the child’s tendency to lead the self.

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Discussion

Conclusion