Why independence is key for early learners

Independence in early learning helps children see themselves as capable thinkers, building confidence, problem-solving, and resilience through small, intentional moments of choice and responsibility.

 Student at KEY academy 

“When we foster independence in the early years, we’re not simply teaching children to do things on their own; we’re helping them build the mindset that their ideas and actions matter.”

- Kelechi Nwaigwe, co-learner in the Bees learning group (ages 1.5 - 3 years).

Introduction

Every day in our learning spaces, I see how much children light up when they realise, “I can do it myself.” That moment when confidence meets curiosity, is what independence looks like in early learning.

At KEY academy, we believe that independence is one of the greatest gifts we can give young children. It’s how they begin to see themselves as capable thinkers and problem-solvers. When we foster independence in the early years, we’re not simply teaching children to do things on their own; we’re helping them build the mindset that their ideas and actions matter.

Children who are trusted to make small choices, take responsibility, and try again after mistakes develop confidence, resilience, and a lasting love of learning. Research from the Center on the Developing Child at Harvard University supports this, showing that early experiences in decision-making and self-regulation deeply shape later academic and emotional success.

Strategies for encouraging self-reliance Fostering independence in early learners doesn’t happen overnight - it begins with small, intentional moments that show trust in a child’s ability to learn and grow. Each routine, choice, and conversation becomes an opportunity to build self-reliance. 

1. Build strong, predictable routines

Routines give children a sense of security and structure. When they repeatedly unpack their bags, tidy their play area, or put away their shoes, they begin to take initiative without being told. Repetition turns actions into habits, helping children anticipate what comes next and act with confidence.

At KEY academy, our co-learners (our term for teachers) use gentle, empowering prompts such as, “Would you like to try putting your shoes away today?” or “What comes after snack time?” Over time, these prompts fade as the routines become child-led.

This shift, from adult guidance to independent action, is how young students grow from following instructions to taking ownership. It’s not just about neat spaces or completed tasks; it’s about nurturing responsibility, confidence, and a sense of pride in their growing abilities.

2. Use encouraging, empowering language

Words shape self-belief. KEY co-learners use phrases like “You can do it” and “Can you try?” to motivate and reassure. These simple, positive words encourage perseverance and reinforce a growth mindset.

When a child faces a challenge - zipping a jacket, balancing blocks, or cleaning up after painting - a co-learner’s calm encouragement can make the difference between giving up and trying again. Every “You can do it” reminds a child that they are trusted to find their way.

3. Offer choice within structure

Choice allows children to take ownership of their learning. In a well-structured environment, co-learners can offer manageable decisions, such as choosing between activities or materials. For example, during a creative session, children might decide whether to draw, paint, or build with blocks.

This type of guided choice supports independence without creating overwhelm. Children learn that their opinions count, and that making decisions is part of learning responsibly. It also models collaboration and respect, both essential for project-based learning later on.

4. Scaffold learning and gradually reduce support

Independence grows through a balance of support and freedom. At first, co-learners model tasks, explaining each step and encouraging children to observe. As confidence builds, the support is reduced.

For example, when learning to pour water or arrange materials, co-learners may assist closely at first, then step back, saying, “Can you try it on your own now?” This gentle withdrawal communicates trust, helping children develop both skill and self-belief.

5. Encourage problem-solving and reflection

Moments of challenge are valuable. When something doesn’t work, co-learners ask open questions like “What could you try next?” or “How might you fix that?” This helps children think critically and persist.

Reflection is equally important. During circle time, co-learners might ask, “What did you do by yourself today?” or “What made you proud?” These conversations make children aware of their progress and celebrate the courage it takes to try.

6. Celebrate small acts of independence

Independence can look as simple as taking off shoes, cleaning up toys, or helping a friend find a missing item. In our Learning Space, we value these small victories because they represent responsibility in action.

Acknowledging them with phrases like “You did that all by yourself!” helps children connect effort with success. These moments build a strong sense of capability and belonging, showing that every contribution matters.

 Student at KEY academy 

The coordination game

A wonderful example of fostering independence in kindergarten came from a simple but meaningful game we often play, called the balls game.

We placed four sets of coloured balls - red, yellow, green, and blue -, each arranged in a line of three. The balls were then mixed up so that the colours were no longer in order. The children’s task was to rearrange them correctly, placing all colours back together in a row.

At first, some children needed guidance. We offered gentle prompts like, “Let’s try again,” “You can do better,” or “Can you try swapping this green with the red?” Over time, the encouragement began to take root. Our students started to try on their own before being prompted.

The more they heard, “Can you try?” and “You’re almost there,” the more confident they became. Eventually, one child stood up beaming, saying, “Look! I did it all by myself!” And the excitement increased as more students figured it out.

That moment captured everything we believe about fostering independence in early learners. Through a simple, hands-on activity, our students developed persistence, confidence, and joy in their own effort. This kind of play is the earliest form of project-based learning, where children learn by doing, reflecting, and taking ownership of their discoveries.

Benefits of fostering independence

The outcomes of independence in the early years reach far beyond the classroom.

1. Stronger self-regulation and focus

Children who make choices and manage their own tasks develop stronger attention and emotional control. Research from Harvard’s Center on the Developing Child highlights that these executive function skills predict later success in school and life.

2. Confidence and motivation

Each independent act builds self-belief. When children succeed through effort, they see themselves as capable learners who enjoy taking initiative.

3. Problem-solving and creativity

Independence encourages curiosity. Children who explore freely learn to test ideas, find alternatives, and think flexibly - skills essential for project-based learning.

4. Collaboration and empathy

When independence is nurtured in a shared environment, children learn to respect others’ ideas, take turns, and support one another. They understand that independence and teamwork can exist together.

Conclusion: Building confident, capable students through play-based and project-based learning (PBL)

At its heart, fostering independence in kindergarten is about trust - trusting children to take part in their own growth. Through routines, encouragement, and hands-on play, co-learners help children realise they are capable.

Play-based learning naturally leads to project-based learning, where natural curiosity turns into purposeful exploration. When children are used to trying, reflecting, and leading small tasks, they approach larger projects with confidence.

By fostering independence in early learners, we prepare them to be curious, collaborative, and resilient. They become confident, capable individuals who know how to ask questions, explore possibilities, and believe, every single time, “I can do it.”

Written by Kelechi Nwaigwe, co-learner in the Bees learning group (ages 1.5 - 3 years).

References

1. Illinois Early Learning Project. (n.d.). Building Independent Skills in Young Children. Illinois State Board of Education.https://illinoisearlylearning.org/toolkits/building-independent

   
   

2. Tran, T. T. H., & Nguyen, H. N. (2023). Play-based Learning Concept and Development of Teaching Among Kindergarten Teachers. European Journal of Education Studies. https://oapub.org/edu/index.php/ejes/article/download/5333/7965

   
   

3. Weisberg, D. S., & Hirsh-Pasek, K. (2022). Within-Classroom Play: Cultivating Autonomy, Competence, and Relatedness During the Transition to Kindergarten. Early Childhood Education Journal.https://link.springer.com/article/10.1007/s10643-022-01395-2

   
   

4. Vinschool Education System. (2022). Understanding Self-Help Skills for Preschoolers. https://vinschool.edu.vn/en/news_event/understanding-self-help-skills-for-preschoolers

   
   

5. Illinois State Board of Education (ISBE). (n.d.). Self-Help Skills Development. MyCAERT / ISBE Career & Technical Education Resources.https://www.isbe.net/CTEDocuments/FCS-640129.pdf