The Quiet Power of Motivation: A Renewed Look at the “Free Activities” Course

A happy child is open to learning. A free child absorbs it naturally.

Throughout my educational career, I have encountered countless moments that affirm this idea—not only in theory, but deeply embedded in practice. There are certain lessons within the school system that remain quiet amidst the institutional noise. They are rarely discussed, almost never measured, and too often overlooked. Yet these very lessons touch the hearts of students, fueling their motivation, reinforcing their sense of belonging, and reigniting their curiosity to learn.

The “Free Activities” course is one such lesson.

The Invisible Impact, Made Visible

In a 2022 study published in the Journal of Educational Administration and Policy, I explored the motivational impact of the Free Activities course through the perspectives of both teachers and students. Conducted with primary school teachers across six provinces and third-grade students in İzmir, this qualitative inquiry revealed the profound and often underestimated influence of this course on children’s motivation and emotional engagement.

Students expressed their excitement with striking clarity:
“I look forward to this class.”
“I feel free during this lesson.”

Teachers emphasized that this class offers far more than entertainment. It enables children to express themselves, develop peer relationships, engage in cooperation, and—most importantly—form positive emotional ties to school. Especially in rural areas, teachers highlighted the course as a significant tool in maintaining consistent school attendance, often describing it as a “learning laboratory” in disguise.

The Gap Between Purpose and Practice

Introduced into Turkey’s primary education curriculum in the 2010–2011 academic year, the Free Activities course has since struggled to fulfill its intended role. As students noted in interviews:

“Sometimes we just solve test questions. Sometimes we do math.”

Driven by curriculum pressures, many teachers substitute this lesson for exam preparation. Structural challenges—such as lack of materials, inadequate classroom environments, and the absence of guiding resources—further hinder its implementation.

Motivation: Not a Momentary Boost, but a Sustainable Relationship

When we speak of motivation in education, the dominant question tends to be: “How do I increase it?”
But perhaps a more critical question is:
“How do I make motivation sustainable?”

The Free Activities course offers a compelling answer from the field. In this course, students learn through play, grow through failure, and are supported when they take risks. Each moment where a child makes a choice, expresses themselves freely, or experiences learning on their own terms contributes to the foundational layers of long-term learning: curiosity, courage, persistence, and self-regulation.

Toward Change: A Shared Responsibility

Elevating the status and quality of this course requires more than individual teacher effort. Policymakers, school administrators, researchers, and families all share responsibility in bringing this pedagogical space to its full potential.

For Teachers:

• Design activities in alignment with students’ interests and developmental needs.
• Protect the course from being overtaken by other academic subjects.
• Enrich the learning environment with play-based learning, drama, art, and collaborative projects.
• Involve students actively in the planning process.

For Implementers (Administrators and MoNE):

• Improve physical learning environments and address material shortages.
• Provide resource packs and sample activity models for teachers.
• Offer professional development that equips educators to lead this course effectively.
• Communicate the course’s philosophy and impact to all stakeholders.

For Researchers:

• Conduct larger-scale experimental studies to evaluate long-term effects.
• Include parent perspectives and family engagement in research design.
• Explore comparative studies with similar programs implemented in other countries.

Conclusion: Freedom as a Teacher

The Free Activities course is not merely a time slot for leisure—it is a profoundly rich learning context where children experience creativity, friendship, expression, and joy. Though not assessed through standardized testing, it lays deep roots in shaping children’s emotional bonds with school.

When a child is happy in this lesson, school transforms from an obligation into a second home.
When a teacher embraces this lesson, the classroom becomes more than a physical space—it becomes a workshop of inspiration.

And perhaps most powerfully:
“If a child can play freely, they can learn freely.”

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