This paper outlines the argument that there is a convergence of curricular goals across early childhood services in all European countries of the Organization for Economic Cooperation and Development (OECD), and a move to define more clearly the developmental goals and outcomes that services should achieve; the trend is positive for both children and professional staff. First, the paper reviews preschool curriculum use across countries. Many European countries now have national early childhood curricula or, at least, state goals and objectives for their preschools. The paper then briefly outlines reasons in favor of having national curricula or frameworks, while noting the strong resistance to academic curricula, particularly among parents in the Nordic countries. A contrast is then drawn between two different types of official curricula: the "framework, consultative curriculum" and the "central, competency-based curriculum." This section discusses how both types of curriculum can lead to good practice; much depends on the pedagogical approach adopted and whether the structural conditions of high-quality early childhood services, such as well-trained staff and adequate staff-to-child ratios, are respected. The paper's final section discusses ways to bridge the two curricular traditions. Appendices contain examples of national curricular goals. (Contains 44 references.) (EV)