This article examines the benefits and problems in the popular trend toward adult initiated themes. Adult initiated curriculum is examined in the context of traditionally valued elements of early childhood curriculum and is compared with child initiated curriculum. Characteristics and examples of the content and processes evident in the collaboratively constructed, child initiated curriculum and potential outcomes are described from the findings of a research study conducted in Australia. Implications are drawn for the positive impact on collaboration with families, documenting curriculum and marketing of early childhood services.
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