(1) Flexible planning means that at the beginning of the project activities, teachers only set general and general educational goals in advance, and the specific goals and tasks are determined by their own understanding of children, past experience and various assumptions about what will happen. Children's needs and interests are not only expressed by children in the project, but also inferred and triggered by teachers in the project development.

(2) The fact that Reggio's teachers don't set specific goals for each project or activity in advance doesn't mean that they don't have a plan before the activity. However, this plan is not aimed at the specific objectives and procedures of the activity, but takes into account the children's possible ideas, assumptions and symbols and the possible direction of guidance, and is a "hypothesis" for various abilities. Flexible plans not only make teachers fully prepared for the activities in the next stage of development, but also leave enough space for children's participation, curriculum development and unexpected educational opportunities.

(3) In Reggio, activities depend largely on children's responses and teachers' flexible strategies rather than the initial plans. Teachers use keen eyes to find things that children are interested in and eager to explore in time, and then give timely and appropriate guidance. Therefore, it is children and teachers who jointly guide and promote the occurrence, progress and end of the curriculum.