The purpose of the current research is to study the comparative elements of the preschool curriculum in the four components of the goal, content, teaching method and evaluation methods, in Scope, Bank Street and Reggio Emilia areas. This research is of comparative and qualitative type.

Data collection has been collected using the study of all documents, papers and articles related to these approaches in the period of 1998-2021. Data analysis has been done using George Brady's four steps. The terms of the goal, all three approaches pay attention to developing self-confidence, communicating and creating cooperation. From the content aspect, all three approaches base their work on open and flexible contents and lessons such as art and skill development. In the field of methods, active and inclusive methods are of interest. In all three approaches, the coach has the role of a guide and the evaluation is process oriented

One of the differences between these three views is that in the SCOPE approach (USA) the emphasis was mainly on language learning, while the content in the Bank Street method (USA) is reported based on social studies, but in the Reggio Emilia (Italy) approach, more skills Research and development has been considered. The results obtained from this research can help the planners, authors of textbooks and teachers and other interested people of our country to have a broader view towards better compilation of curriculum elements, curriculum change and more appropriate selection of goals, content, teaching and evaluation methods. take action