The basic premise of this paper is that decisions about children and their early educational experiences are culturally situated and, by definition, will reflect varying interpretations of appropriate educational aims and strategies. Drawing upon three decades of experience in the Italian culture as well as preliminary findings from a collaborative research project with several Italian communities (including Milan, Trento, Reggio Emilia, Parma, and San Miniato), the paper emphasizes the necessity and validity of diverse interpretations of early childhood programs, the relationship between goals for children and societal expectations for adults, and the importance of adult relationships (among parents, teachers, and community members) to the negotiation of educational goals for children growing up in a pluralistic democratic society. (Author)