This report offers insight into a reflective and critical practitioner's role in carefully planning an environment that reflects young children's need for independence. Education as an agent of liberation is the key to the child obtaining that freedom and achieving independence. It is argued that liberation can only be achieved when an effective pedagogy that considers children's perception and ideas is implemented. Information obtained from evaluating children helps in the construction and organisation of spaces within which young children can express their potential and satisfy their desire for independence. This process contributes to teachers' learning and professional development and strengthens teachers' relationships with parents and children. Danish society's values and customs have led to the development of the Forest School approach, in which kindergartens use the outdoors in a unique and cultural way. Forest School provides the ideal environment to nurture independence and promote children's well-being.