Children are very capable of guiding their own learning, however Olsson (2009) highlights the issue of children being labeled as ‘competent’ and encourages us to take a step away from this generalized term. Instead of expecting the child to be something specific Olsson (2009) supports the view of children constantly becoming without a place of departure or an arrival. For children to be able to become the curriculum, they need to experience an encouraging resourceful environment and observant and supportive teachers. Naughton, Lines and Liao (2014) explain that teachers have to “create the space, actual and virtual” (p. 58) for children to experiment in. In terms of curriculum Sellers (2013) writes that curriculum can be understood and practiced in many ways but believes that it is “less a thing and more about happening” (p. 1), which again links to Deleuze and Guattari’s (1987) idea of ‘becoming’.
As children’s learning ebbs and flows and is never ending with one opportunity leading to many more opportunities of exploration the children’s interest can take off in any direction. Deleuze and Guattari (1987) depicted this idea as a line of flight. When we think of the multiplicical rhizome as described earlier we can imagine the root system as highways for those lines of flight, shooting off in any direction. Most of us will be able to recall situations where children ‘took off’ on lines of flight, either physically running off in various directions to explore or voicing their ideas on a subject or offering a solution to a problem.