Infant/toddler teachers take a child-centered, emergent approach, meaning that they observe the children at play, ask themselves what they are interested in learning, and design developmentally appropriate curricula to meet and extend those interests. This curriculum development technique leads to "possibilities for the child to develop deeper understandings" of how the world works. The authors believe that art and sensory projects are integral to the curriculum, and that children develop key skills through these types of activities. This belief is supported by the Arts Education Partnership (Goldhawk 1998) and by the Infant/Toddler Environment Rating Scale-Revised (Harms, Cryer, & Clifford 2007). The authors provide art and sensory activities every day and give children ample time to explore them.