According to the beliefs of this method, the basis of which is that the focus of the learning process is the child itself, the teacher’s role is changing. It is no longer descriptive, corrective, authoritarian. We give more emphasis on the teacher’s qualities as an enabler, friend, colleague, facilitator, as person that wants to help the students in their effort to learn. The teacher trusts his students enough to let them make their own choices concerning knowledge and how they would like to acquire it, in a process that concerns mainly the students themselves. Teachers become more sensitive towards the social and emotional needs of the students, they empathise and respond positively. That does not mean that the teachers do not follow a curriculum programme or that there are no rules in the learning process. On the contrary, there are rules and subjects but the students participate in the procedures of deciding these rules and the way the curriculum is going to be taught and the teacher makes sure that these rules are going to be followed. More specifically, the teacher at the nursery and primary school tries:
to support the interaction among the students themselves and between the students and the teacher
to provoke and cultivate the student’s interest in different creative ways
to urge and to give opportunities of expression and participation
to show authentic interest in what the student does
to offer chances so as the child will be able to search and acquire the knowledge and has the chance to experience a lot of things
to allow and urge the child to do things independently and in groups.