This chapter explores the Montessori method and Reggio Emilia approach, drawing inspiration from these educational philosophies to support best practice in the Hong Kong context. The chapter utilizes Chen’s (2022) three-component curriculum landscape framework (the foreground, the background, and the middle ground) to guide understanding and harmonization of global–local dissonance in early childhood education. The foreground of the global education landscape is painted with contemporary Western ideologies, including the Montessori method and Reggio Emilia Approach (REA). The chapter begins with an exploration of the background, key principles, and their unique features. Both approaches, which originate from Italy, are considered non-traditional approaches to education with an emphasis on child-centered learning, individualized instruction, and hands-on experiences. The Montessori method, pioneered by Maria Montessori in the 1900s and implemented locally in 1980s, marked the beginning of the Montessori movement in the region with its emphasis on respect for the child, the absorbent mind, teachers as guides, practical and sensorial learning in a prepared environment, child-directed work, and multi-age classrooms. Similarly, though the REA was founded in the aftermath of World War II, it was not until the establishment of the first Reggio Emilia-inspired preschool in the early 2010s that the approach became more widely known. The REA movement supported new ways of thinking, and encouraged new conversations to take place with its emphasis on the image of the child as competent and capable, the educator as a mentor and learning partner, parents as partners, the environment as a third teacher, the emergent curriculum, documentation as assessment and advocacy, the hundred languages of children, and community collaborations. The background is painted with the Hong Kong education landscape characterized by Chinese cultural values and a focus on knowledge acquisition and academic skills. While the offering of alternative approaches to traditional teacher-led instruction, standardized curriculum, and uniform teaching methods often seen in local Hong Kong kindergartens have made them a current trend, the stark contrast between the foreground of Western ideologies and background of local culture creates a dissonance which presents significant challenges for practitioners to translate into practice. To address this foreground–background dissonance, the chapter examines Montessori and REA-inspired practices in relation to their alignment with the local kindergarten curriculum. Through the reflective lens of educators and experts, a middle ground is proposed as a practical solution, bringing together globalization and localization of Chinese cultural values to suggest implications for effective and glocalized implementation practices.