In this chapter, we focus on: (1) the origins of each approach as well as how theory and their foundational values are utilized; (2) the key components of these approaches; (3) an example of the way that each curriculum addresses diversity, specifically English language learners; and (4) the implications, contributions, and opportunities of each approach. Throughout the chapter, we carefully consider the roles that developmental universalism and socio-cultural context play in both curricula, as well as review the research that critiques Creative Curriculum and HighScope for their short-term and long-term outcomes. Although no curriculum is neutral (Apple, 2000, 2004), we suggest that the open, unscripted curriculum presented in Creative Curriculum and HighScope leaves room for teacher agency in creating child-centered, culturally appropriate classrooms. (author abstract)