The early years of childhood are receiving increased public policy attention in many countries around the world. Debates on providing quality services and ensuring a good foundation for lifelong learning are generating a new interest in curriculum issues. What understandings do we have of young children? How do they access and construct knowledge about the world around them? What can adults do to effectively enhance children's learning opportunities? According to prevailing values, traditions and priorities, countries differ in their approaches towards answering and regulating curriculum issues such as these. A recent research study based at the State Institute of Early Childhood Education and Research in Bavaria/Germany draws together innovative theoretical and empirical work on the curriculum by 30 scholars from 12 different countries worldwide. Curriculum models in 5 European countries (Denmark, France, Poland, Scotland, Sweden) and 5 non-European countries (Australia, Chile, China, New Zealand, Nigeria) are analysed with regard to their aims and theoretical orientation, key learning areas, approaches to evaluation, and links with primary school. The presentation outlines selected findings of this cross-national study, identifies similarities and differences between countries, and raises questions regarding research and policy approaches.