This paper explores implications of the preschool program in Reggio Emilia, Italy for the early childhood education curriculum in the United States. Reggio Emilia's municipal early childhood program incorporates high quality day care with a carefully articulated philosophy of education. The curriculum of the preschools is based on a project approach to learning that emphasizes symbolic representation. Children and teachers are viewed as partners in learning. Teachers serve as facilitators of a constructivist curriculum: as provocateurs who create discontinuous or discrepant experiences and problems. Teachers also serve as careful observers who document children's growth. Teachers view art as central to the educational process, as a form of exploration and expression. Each preschool has an art teacher who is available to work with the children and their teachers throughout the day. Projects, which provide numerous opportunities for symbolic representation, may last for several days or months. A sequence of responding, recording, playing, exploring, hypothesis building and testing, and provoking occurs in most projects. The projects described in detail concern shadows, self-portraits, war play, enemies, and outer space. (RH)