Described in this document are elements of a child-directed curriculum as implemented in the context of an academic nursery school. The teacher's role in adult-child interactions is seen as one that involves (1) learning emotionally, intellectually, and contextually from children; (2) focusing on the child's immediate needs, thereby motivating learning; (3) participating in dialogues with children; (4) listening to the child in a directed manner to perceive what evokes his or her curiosity and emotional response; (5) probing into the imagining and inquiries of the child; (6) reassuring the child by showing personal warmth and caring and giving much positive emotional support; (7) quietly expecting from children high levels of involvement in learning without resorting to antagonistic coercion or provoking frustration or hurry; (8) expecting that any child can succeed brilliantly; (9) reducing competition between children by talking and listening to each child; and (10) using fortuitous events and surprises to further the individual child's learning. (RH)