Abstract
This work deals with the development of autonomy in the education of the child and focuses on the analysis of empirical data collected in some services for children in North and South of Italy (Trento, Bologna, Caltagirone), through the administration of semi-structured interviews with educators of the nursery and kindergarten teachers. The returned responses were read in the light of the phenomenological paradigm that permitted to highlight two major kinds of considerations: the one refers to as parents support and encourage the development of the autonomy of their child more in words than deeds; the other to as the educators and teachers interviewed showed an explicit difficulty to attribute a clear meaning to the concept of adult autonomy. The incoming in this set of considerations first of all emphasize the important role of adult education and its path of reflexivity and growth.
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Schedule a callMore From: Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education
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