The curriculum emerges, frequently, from the child's interest. The teacher notes the interest, and makes predictions concerning the direction that interest may take, planning for that possibility. At the same time, the teacher must also carefully listen and observe to see if their predictions about the project's direction is correct, and if not, must change directions. Negotiated curriculum may also be used to refer to this type of teacher/child involvement, where the teacher foresees possible learning goals based upon the interest of the child, and to some degree negotiates with the child to determine the course of the learning, and to insure that the project's potential is fulfilled.
An example: This Spring we have taken weekly walks in the woods. Some interests which have emerged from those walks are: animal and insect homes, water, tree bark, signs of human life (rubbish, signs, foot prints, etc.), and animals and their tracks. The teachers decide where to go with these interests. Should we pursue animal homes? "Sink and Float" activities in the water table? etc. On a prediction that animal homes would be a continuing interest, we pursued beaver dams, which had come up during conversations. Even as we pursued that direction, we continued to "take their pulse" to see if there truly was an interest.
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