This critique of three Piaget-based curricula presents the argument that it is essential for early childhood educators to distinguish between the actual contributions of Piaget in regard to specific epistemological questions and the way these contributions have been reinterpreted to provide a basis for early childhood curriculum reform. The critique focuses on the dual aspects of interpretation and application for the three programs analyzed: (1) David Weikart's Cognitively Oriented Curriculum; (2) Celia S. Lavatelli's Early Childhood Curriculum: A Piaget Approach; and (3) Constance Kamii's and Rheta DeVries' Piaget for Early Education. Piaget's epistemology is reviewed with reference to his views on the nature of subject-object relationship, the construction of operations, the nature of physical and logico-mathematical knowledge, and the representation of knowledge. Each of the three curricula is analyzed according to these epistemological foundations. (ED)