The teacher-directed and the child-directed approaches to teaching art represent two extremes of opinion. Too many teacher-directed activities cannot be expected to effectively children in learning because of the rigid structure. , too many child-directed activities may see a curriculum ( 课程 ) that is totally unstructured and out of control. There reasons to believe a teacher-guided approach would be way to guide children's development. This approach combines some form of structure with the child leading the direction. (assist, superior, on the other hand, valid)