The Child-Directed Approach
The child-directed approach dates back to the 1700s when Jean-Jacques Rousseau argued that the child is to be viewed as an active constructionist who engages in experimentation and exploration as he or she moves through biologically unfolding stages of development. Programs built on this premise focus on informal child-directed learning practices (Rescorla, 1991).

In the Child-Directed Program (Hyson, 1991)
Children select and initiate their own activities from a variety of learning areas prepared by the teacher. Areas usually include dramatic play, blocks, science, math, games, puzzles, books, recordings, art, and music. The teacher allows each child to choose which activity he or she wants to participate in and when.

In the Child-Directed Program

• Children select and initiate their own activities from a variety of learning areas prepared by the teacher. Areas usually include dramatic play, blocks, science, math, games, puzzles, books, recordings, art, and music. The teacher allows each child to choose which activity he or she wants to participate in and when.
• Children are involved in concrete, three-dimensional learning activities. Learning materials closely relate to children's daily life experiences.
• Teachers ask questions that encourage children to give more than one correct answer.
• Teachers use activities such as block building, measuring ingredients for cooking, wood working, and drawing to help children learn concepts in math, science, and social studies.
• Children use a variety of media such as finger paints and clay in ways of their own choosing.
• The sound of the environment is marked by pleasant conversation, spontaneous laughter, and exclamations of excitement.
• Teachers use redirection, positive reinforcement, and encouragement as guidance and discipline techniques.

AADYANTIANS are motivated to explore when exposed to an environment rich in a variety of stimulating materials and events. Through interactions with objects and events children will construct an understanding of cognitive operations (e.g., identification of objects, relationships between and among objects, cause and effect relationships).

The child-directed Aadyant believes that allowing children to choose the activities in which they will participate promotes enthusiasm for school, self-confidence, and creativity.

The Developmental approach to teach writing emphasizes the expression of ideas. A child’s typically progression in learning to write is as follows

• Picture writing – drawings of themselves, family, pets, home etc.
• Scribbling – need I say anymore
• Random letters and numbers – H 7 5 K O
• Beginning consonant letters – I w S m
• Beginning and ending consonant letters – I wt sm mk
• Vowel letters – I wont som Milk
• Complete  – I want some milk.

Aadyant curriculum places emphasis on what the child wants to say- not on how to properly write it. Children are encouraged to spell as accurately as possible. This approach is known as invented spelling. This technique will not hinder learning conventional spellings.

Lesson plans are organized into activity charts, which are designed to promote understanding of diversity and respect for the earth through art, music, science, large and fine- motor skills, and language. Sections in the book focus on self awareness, conflict management and problem resolution, environmental appreciation, awareness of others, peace concerns and celebrations, global awareness and current events, and special calendar days.

It is the real task we have as educators, and how well it is done can make such an enormous difference to each individual, to the families and communities who make up our world.