The purpose of this chapter is to review three major infant toddler curricula, identifying key or unique features, discussing strengths and limitations, and reflecting on similarities and differences. The commonly used definition of curriculum in early childhood as "an organized framework" (Bredekamp & Rosegrant, 1992, p. 10) including the three components of content (what children are to learn), processes (classroom practices), and context (the physical and social-emotional environment) will be used. Resources for Infant Educarers (RIE), the Program for Infant/Toddler Care (PITC), and Creative Curriculum for Infants & Toddlers will be reviewed in the chronological order of their development. This review and reflection provides a platform for consideration of factors that will require a transformation or revolution in infant toddler care. (author abstract)