New conceptions in the education system of children began to emerge at the end of the twentieth century, when some of the most important new theories and practices were developed that focused on children's freedom as well as satisfying their emotional, cognitive, physical, spiritual and other development needs. The most important alternative pedagogical concepts are Montessori, Waldorf and Reggio, which is the focus of this paper. The Reggio pedagogical concept originated in the province of Reggio Emilia in Italy in the twentieth century, and was created by Loris Malaguzzi, a teacher and psychologist. The life of Loris Malaguzzi directly influenced the development of the Reggio pedagogical conception, as he lived during and after World War II, and in the post-World War II period that brought major changes in the perception of children’s upbringing and education. This paper deals with the life of Loris Malaguzzi and the main postulates of the Reggio pedagogical concept. It focuses on the image of the child in Reggio, the role of creativity in working with preschool children, the main values of Reggio, the role of parents and community in raising children, as well as educators, documentation and materials used, and space as a third educator. Reggio is also compared to Montessori and Waldorf pedagogical conceptions and placed in the context of time.