This chapter critiques the “child-centered” approach (CCA) to early childhood curriculum and pedagogy and advocates for consideration rather than dismissal of the “teacher-directed” approach (TDA) as another critical contributor to children’s learning experiences. First, we historically review the origin and evolution of the CCA. Second, we systematically review the major criticisms with the empirical evidence we collected in Hong Kong and China. Finally, we elaborate on the “dual-centeredness” hybrid theory that acknowledges both the teachers’ and the children’s central and complementary roles in the educational process.