As early childhood education has expanded during the past several years, there have been pressures to change the early childhood curriculum. The main purpose of this study is to amalyze the trends in recent research on the integrated early childhood curriculum with emphasis on the project approach. The integrated approach to early childhood curriculum is discussed and evaluated according to the following three standpoints in this review: 1) child development theory and the early childhood curriculum 2) child-centered early childhood curriculum 3) features of the integrated approach as the project approach. The study is primarily dependent upon literature as a descriptive and analytic approach for its methodology. In constructing early childhood curriculum, early childhood education became closely associated with the child development field. Child development theory was used to justify the nature of early childhood programs and often it seemed that these programs were derived from specific child development theories. Based knowledge of child development does help educators understand what young children are capable of knowing and how children gain and validate knowledge at a particular stage in their development. But what children ought to learn at the kindergarten is not solely determined by what they are capable of learning. While child development research and theory can serve as an important resource in developing an early childhood curriculum, the value of our culture and the nature of the knowledge we wish our children to gain should determing the content of programs. The second problem is that there are two distinct point of view regarding early childhood curriculum. One view is that early childhood education is a socialization experience and the second view is that early chilhood education is a place where the academic learning has its begainning. But the knowledge that children learn in early childhood education needs to go beyond knowledge of academic skills and social skills. Defining the content of early childhood education does not require that all children learn the same thing, or that there be a single standard early childhood curriculum. Indeed, there are many way that kindergarten content can be defined. Recently, many early childhood educators suggest the project approach as an appropriate teaching method. Because the world that children experienced is an organic one-not organize by subjects or categories-units or projects, which integrate subject knowledge around themes or experiences, become the vehicle for educating young children. Activities which would be integrated into units or projects, designed to be developmentally appropriate. Project work is referred to as theme or topic work. Others refers to a project as a unit. Some teachers combine project work with a learning-center approach. Young children should be provided unit activities that are both developmentally and educationally appropriate and culturally significant.