Following the children’s lead and balancing time within the classroom schedule between child-directed and teacher-directed activities are not uncommon to those responsible for children’s learning in early education classrooms. Intentional teachers are aware of their responsibility to assess student progress, understand skill mastery and plan accordingly to provide opportunities for children to expand their understanding of ideas and concepts important to early childhood development. However, many times as teachers prepare to begin a specific teacher-directed activity, it is unsettling when students begin to veer from the step-by-step plans the teacher has worked hard to implement.