Fostering critical thinking since preschool stage in an alternative educational enironment based on children’s autonomy. An exploratory case study on a free-learning association in Spain

Abstract

Aim: The research aim of this study is focused on exploring a specific alternative educational environment that is supposed to enhance students’ autonomy since preschool stage and how is it possible that their diverse pedagogical aspects can foster preschool students critical thinking development. Theory: Paulo Freire’s pedagogical perspective serves as the theoretical framework of this study. His understanding of the critical pedagogies as the enhancers of students’ voices and as the alternative to traditional education is used to guide the exploration of this particular alternative educational association and its free-learning perspective. Method: A qualitative exploratory case study is chosen to conduct this research. A combination of participatory observations of the students and educators and semi-structured interviews with the educators are the two chosen methods for gathering data in the chosen free-learning association. Results: The findings of this study show the pedagogical connection between the implementation of a free-learning environment that enhances students’ power of decision since their preschool stage and the students practice and development of a critical and ethical discourse during their pedagogical practices. Also, it has been found how the implementation of a free-learning environment that respects students’ learning rhythms and interests supports their exploration and development of their higher cognitive skills. Moreover, this study claims the important role of educators, families and older students into the enhancement of preschool students’ development of their autonomy and its connection with their development of their reasoning and decision making skills.