**3.1 Moral autonomy**

Moral autonomy is an ability to choose between right and wrong without pleasing others taking own responsibility for doing the right thing without expecting any rewards [13]. This ability is one of the important characteristic needed for leadership and citizenry. Kammii and DeClark [5] advocate for nurturing of this ability to children at an early age to develop responsible, accountable, adults with integrity.

## **3.2 Intellectual autonomy**

Intellectual autonomy is important for successful learning because it challenges the mind. Feza [13] describes intellectual autonomy as "the connection made by children within the physical world that leads them to question things they observe that do not connect" (p. 63). The curiosity demonstrated by children in knowing more and relationships made between patterns. For example, a young child when s/he gets a toy plays with it for a moment and start dismantling it until it is broken, once it is in pieces the child will try hard to rebuild the toy. This indicates that when the child was breaking the toy into pieces the purpose was not to destroy it but to figure out something about its composition. Therefore, after seeing all the components of it the child wants to be able to deconstruct it, but unfortunately cannot and they cry with frustration.

Another example of figuring out things come from [14] as a unique difference between animals and humans. A story of a crawling baby and a dog fetching a cloth stuck on the tree explain Vygotsky's meaning of this difference. In this story the baby and the dog are playing with a cloth amongst the two. A strong wind came and snatched the cloth and threw it on the branch of the tree. The dog started barking and jumping in attempt to reach the cloth the baby on the other hand sat and looked up. After sometime the baby crawled towards a stick lying on the ground. The baby took the stick and crawled back to the tree with it he tried to reach the cloth until on the third attempt the stick hooked the cloth and the cloth fell on the ground. This story again supports Kammii's example of Santa Claus. The baby observed the physical space and distance and realised that, nor matter how high the dog jumps, it's strides are small and the distance is longer. Therefore, the baby looked around for something that can cover the observable distance and found a stick.

The stories give account to children's intellectual autonomy that needs to be nurtured by educators as it arises. A number of opportunities come in classrooms but are ignored. This chapter advocates for nurturing of intellectual autonomy that is innate to young children to nurture self-efficacy, and independent learning.
