In the early years settings that have taken part in the Oxfordshire Adult-Child Interaction Project (see p22), there have been clear examples of three kinds of learning (see Fisher 2008). These are: that which is adult-led - where the adult has planned objectives and stays with the child or group of children while the learning takes place; that which is adult-initiated - where the adult sets up resources or experiences with planned intentions, but which children then access independently; and that which is child-led - where the resources, experiences and outcomes are freely chosen by the child and are under the control of the child (see DCSF 2009).
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