This article offers a theoretical provocation through conceptualizing a pedagogy of care as a means of caring "with" students and each other to interrupt the dominance of developmentalism in Canadian post-secondary early childhood education programs. The authors' conceptualization of care-"full" as pedagogy is rooted in the premises that education is always ethical and political, and caring "about," "for" and "with" others is necessary to establish equitable, democratic spaces at the post-secondary level. In contrast to the developmental framework embraced in many Canadian post-secondary early childhood education programs, the authors describe how a critical, care-"full" overarching pedagogical framework provides room for educators and students to deeply and meaningfully explore developmentalism "and" other theoretical frameworks. They argue that a pedagogy of care rooted in feminist care ethics and Freire's critical theory can contribute to establishing a safe learning climate where developmentalism can be critiqued and alternative ways to think about children's development can be contested, explored and debated. As the authors are conceptualizing it, a care-full pedagogical framework intentionally supports the intellectual, ethical and political risk-taking necessary for critique and alternative thinking. They follow this provocation through by imagining what a care-full pedagogy might look and feel like in a post-secondary early childhood education course on child development.