Many teachers, textbook authors, and leaders of professional organizations advocate play-oriented curriculum for young children. But most of the researches were infected by Theories of Development and ignored sociological perspectives. The purposes of this research are to discuss the meanings of play-oriented curriculum for young children, to review the developmental approach and cultural approach of play-oriented curriculum and their limitations. Finally, the researcher delivers an approach of Sociology of Knowledge in the field of curriculum and elaborates the inspiration on play-oriented curriculum.