Hey educators! Have you ever found yourself completely engrossed in playing musical instruments, painting, creating that perfect lesson plan, tinkering with a new play space, or reading a captivating book and suddenly realised hours have flown by? That state of deep immersion and energised focus is exactly what psychologists call “flow.”
Today, I am going to delve into two important concepts that can help you look at play from a fresh angle: flow and autotelic practice. Both are related to experiences of deep engagement and intrinsic motivation in children, but they have distinct characteristics that can enrich your understanding of how children learn and grow through play.
The concepts of “flow” and “autotelic” practice are both related to experiences of deep engagement and intrinsic motivation, but they have distinct characteristics (Csikszentmihalyi, 1990).
Flow
Flow is a state of optimal experience characterised by intense focus, full immersion, and a sense of energised focus and enjoyment in the activity being pursued. Coined by psychologist Mihaly Csikszentmihalyi, flow occurs when individuals are fully absorbed in what they are doing, to the point where they lose track of time and become completely engrossed in the task at hand (Csikszentmihalyi, 1990). Flow is often associated with a balance between the perceived challenge of the activity and one’s perceived skills, leading to a sense of effortless action and deep enjoyment. In the context of early childhood education, fostering activities that encourage flow can lead to enhanced learning experiences and emotional well-being for children.
Autotelic Practice
Autotelic practice refers to activities that are intrinsically rewarding and pursued for their own sake, rather than for external rewards or goals. The term “autotelic” comes from the Greek words “auto” (self) and “telos” (goal), suggesting that the activity itself is its own reward ([Deci & Ryan, 2000]). Unlike flow, which describes a psychological state experienced during an activity, autotelic practice emphasises the inherent value and enjoyment found within the activity itself. In the context of early childhood education, autotelic practices involve providing opportunities for children to engage in activities that they find personally meaningful, enjoyable, and fulfilling. As you can guess, this often involves PLAY.
Let’s think about some examples.
A child lost in imaginative play, weaving elaborate stories and scenarios with toys or loose parts.
A child exploring a natural environment is fascinated by the textures, colours, and sounds they encounter (yes, nature play often creates a sense of flow).
A child is deeply engaged in a self-directed art project, experimenting with different materials and techniques.
A baby is enjoying making a mess with their pureed food.
Educators can encourage both flow and autotelic practices in their curriculum. This will support children in developing a love for learning, creativity, and self-expression, fostering a lifelong appreciation for the joy of discovery and exploration.
References
- Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper Perennial Modern Classics.
- Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
