The image of the child is of great importance in educational institutions. It reflects not only the approach that the educator has towards the child, but also the overall approach to educational practice. Each pedagogical conception has its own specific view of the child and early childhood, resulting in different images of the child within these approaches. There are different pedagogical conceptions, some of which have specific views on the child and the approach to his development. The Reggio Emilia pedagogical concept and Maria Montessori's pedagogical concept are two prominent pedagogical approaches that are strongly determined by the image they have of the child. Despite the differences in philosophy, both pedagogical conceptions share the same goal, the stimulation of the child's complete development while recognizing his unique value and potential. In the Reggio Emilia pedagogical concept, there are several different images of the child, because each person carries a unique idea that shapes their approach to the child. That inner image of a child that everyone carries inside determines how we relate to the child, how we communicate with the child, how we listen to and observe him. Similarly, in the Montessori pedagogical concept, the child is the center of attention and is viewed with respect in its entirety. In Montessori pedagogy, there are no goals that are beyond the scope of the child, the basic principle is to provide support to the child in all stages of his development – physical, intellectual and emotional – from birth onwards. This paper tries to present emphasis on the image of the child through a literature review.