Reconceptualists, most clearly identified with reconceptualists in the curriculum field, may challenge the views of romantists and behaviorists on early childhood school curriculum. Valuing the personal self-actualization of individuals, the romantists conceive the early childhood school curriculum as the learning experiences or learning activities intended to develop child`s inner-self. Emphasizing the significance of cultural transmission, the behaviorists define the early childhood school curriculum as a series of contents to be attained or a series of structured learning materials. The reconceptualists, on the other hand, view the early childhood school curriculum as a sociocultural environment where individuals or a group of children encourter opportunities to explore-guided by personal purposes-at a pace which they can control, make commitments at their own rates within reasonable bounds mutually agreed upon by others, and evaluate consequences of their work by themselves. This position is guided by the notion of both the personal self-actualization and the social self-actualization of children, which they believe to be the aim of education. From the reconceptualistic perspective, I propose the Verbal Plan and Review Instructions (VPRI) program by modifying Smilansky`s (1966) `planning-doing-evaluating` sequence on the basis of Luria`s (1961, 1982)idea on the development of the self-regulative function of speech. This alternative teaching model emphasizes the concept of a dual transaction which current early childhood schools fail to promote. Transaction exists not only between the individual and his environment but also within the individual him/herself. The VPRI, my reconceptualistic teaching alternative, focuses a child`s process of planaction-review which entails the continuous examination of choice and action through the use of self-guiding speech. It involves three phases: i) the verbalization of proposed learning objectives and activities embodying free choice for play-related behaviors (verbal plan);ii) the commitment to activities to be pursued in a classroom setting (action);iii) a verbalized review of the actual behaviors performed during the free-choice period accompanied by interaction with the teacher (verbal review). In short, this process of verbal plan-action-verbal review particularly concerns freedom and responsibility within a specific social context.