Following my earlier paper of 1987, this article is to formulate a methodological model for early childhood school curriculum studies from a reconceptualist`s perspective. My work is based upon L.S. Vygotsky`s genetic epistemology. Vygotsky points out that one cannot understand the development of higher mental processes without considering the transactional relationship between the biological line of development and the scoio-cultural line of development. As a transactional approach, my propositions for the curriculum are designed to emphasize the following points : 1. It provides children with the learning experiences of self-regulation. 2. It sets up individualized instructions at individual children`s levels of "potential development " 3. It encourages the active involvement of children for enhancing their discovery of the meanings of words and concepts. 4. It pays more attention to the processes of peer interaction for their "collaborative problem solving." 5. It stresses the importance of mixed-age grouping in inducing the socialization of children`s "practical intellect " 6. It uses the dramatic-symbolic play as a tool for early literacy development. 7. It includes the analysis of individual children`s drawings for an evaluation method.