This special issue of the Waikato Journal of Education offers three thought provoking examinations of recent research relevant to early childhood education (ECE) policy. These range from a big picture view of the changing nature of New Zealand’s kindergarten provision to a close up of one kindergarten that has collaborated with other agencies to combine parent education and support and early childhood education. Complementing the two New Zealand articles, a third from an Australian research study explores the multiple challenges in working in an integrated way across professional boundaries. These are articles for teachers, managers, and policy analysts who are interested in leading developments for offering a holistic early years curriculum.