This study investigates two influential early childhood curriculum models, the Montessori and Reggio Emilia approaches, through the unique dual perspective of a practitioner-parent in the Malaysian preschool settings. While existing scholarship has extensively examined the theoretical foundations and pedagogical outcomes of these approaches, limited attention has been given to personal narratives that bridge professional practice and parental experience in the Malaysian preschool settings. Using a reflective qualitative framework, this research explores how these models are perceived, implemented, and adapted within the Malaysian preschool settings. A total of 27 practitioner-parents were interviewed to gain in-depth narratives on the study’s research objectives. Data analyzed using Braun and Clark's thematic analysis approach indicated that practitioner-parents found the Montessori and Reggio Emilia approaches to be suitable and appropriate for early years development in the Malaysian context. However, certain issues pertaining to space, weather, resources, and balancing facilitator and instructor roles were also expressed. Overall, the findings are beneficial as it aims to contribute to curriculum discourse by situating evaluation within lived experience, offering insights for educators and parents seeking culturally responsive and contextually grounded approaches to early childhood education in the Malaysian preschool landscape.
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