In this article we describe and analyze how autonomous learning emerges in third graders' socioaffective practices as reconstructed in written narratives. Results were obtained by analyzing and reflecting on classroom observation, interviews and written narratives done by the students which let us appreciate different behaviors and reactions the students usually went through. This study shows that children are able to recognize and reflect on the causes and consequences of situations thanks to the use of different socialization forms implemented by their parents; those forms help them become aware of their duties and homework. It also makes evident that social interaction, with family as the main contributors, plays an important role in children's development of autonomy.