The article analyses two defining assumptions about the Reggio Emilia (RE) approach: the absence of a planned curriculum designed in advance as a basis for educational work and children's participation in preschools. The authors demonstrate that different approaches to planning preschool education have advantages and disadvantages, which we cannot avoid, even if we decide against curriculum planning. They believe it is more reasonable to insist on the convergent use of the strategies of curriculum planning, which helps maintain their advantages, while providing safeguards against their shortcomings. When discussing children's (and parents') participation in preschool, the authors emphasise that such participation has objective limits, which the RE approach fails to address. In preschools it is not only such rules that apply which have been agreed upon and where it has been possible to reach a consensus. We should not overlook the fact that the preschool is an institution which functions according to the rules and norms whose important elements are imposed from the outside -- that is, they do not come from the institution's management, its professional workers or parents. Preschool, therefore, cannot function as if its teachers, parents and children had no limits other than those they decide and agree upon themselves. (author abstract)