Year: 2025
Type: article
Abstract: This study investigates the role of intrinsic motivation in enhancing deep learning in early childhood education (ECE), a critical period for cognitive, emotional, and social development. Intrinsic motivation, driven by children’s natural curiosity and desire to explore, is essential for fostering active engagement, critical thinking, and problem-solving abilities. However, as children progress through their educational journey, intrinsic motivation often diminishes in favor of extrinsic rewards, leading to surface-level learning. This research, grounded in Self-Determination Theory (SDT), examines how meeting children’s psychological needs—autonomy, competence, and relatedness—supports intrinsic motivation in preschool classrooms. Through case studies, this paper highlights various teaching strategies, including inquiry-based learning, emotional support, play-based exploration, and collaborative learning, that promote intrinsic motivation and deepen engagement with academic content. The study’s findings underscore the importance of creating supportive learning environments that nurture intrinsic motivation, contributing to children’s long-term academic success and personal development. Practical recommendations for educators and policymakers are provided, focusing on curriculum design, teacher-student interactions, and fostering autonomy-supportive practices in the classroom. Ultimately, the research emphasizes the crucial role intrinsic motivation plays in creating lasting, meaningful learning experiences, laying the foundation for lifelong learning.
Authors: Xinxin Wang, Chen Wang, Pingzhi Ye, Guo Tao
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4411205140