This paper draws on Bernstein's sociology of knowledge to examine the academic study of early childhood in England, involving scrutiny of how knowledge is recontextualised from contributory disciplines to take account of early childhood practice and professionalism, and of governmental influence on what counts as disciplinary and curriculum knowledge. The relatively fragmented disciplinary structure of Early Childhood Studies suggests vulnerability to attempts to control its purpose. However, this is mitigated by commitments within the academic community to traditions of early childhood practice, and a sense of advocacy and shared values. The analysis draws upon a recent investigative project undertaken at English higher education institutions.