Theoretical positions on autonomy in pre-school age

Abstract

The subject of the article has as its center of gravity the phenomenon of autonomy, it is not an exhaustive presentation, but those aspects of major interest are analyzed, which obviously refer to the specifics of the process of autonomy formation in preschool children. The essence of the content is given by the notion of autonomy (from a philosophical, psychological perspective) as an updated approach, in the context of the changes taking place in society today and the demands that are made on the preparation of the growing generation. Thus, the scientific crossing of the concept of autonomy generates approaches that encompass as many characteristics as possible for the pre-school period. Based on the synthesis of research undertaken, several dimensions of autonomy are examined; some of the stages through which a person passes in order to reach a level of autonomy. At the same time, an attempt has been made to combine the critical approach of conceptual clarification specific to the phenomenon of autonomy with the postmodernist technique of juxtaposing ideas through a collage of quotations or paraphrases. It emphasizes the idea that the theoretical approach to the concept of autonomy can provide benchmarks for the development and use of an effective intervention approach at pre-school age. Therefore, a major issue is raised in front of the preschool institution, which should not remain only at the level of polemic, but, theoretically and methodologically nourished, should constitute the touchstone in the process of autonomy formation at preschool age.