This paper reports the reform of preschool education in Germany which began at the end of the 1960s as a curriculum reform and within 10 years had resulted in the reorganization of all kindergartens. The discussion describes features of reformed kindergartens, offers examples of educational work in reformed kindergartens, and explores the situational approach as a frame of reference for curriculum development and kindergarten reform. Concluding sections focus on experiences with the situational approach in non-European countries and, briefly, on reform as a process. Emphasis is given to the fact that curriculum development can be an impetus not only for changes in educational work but also for changes in the institutional patterns of kindergartens. (RH)