Early childhood has become a priority in national and international political agendas. In the last decade, states have elaborated social policies and launched a variety of programmes for young children. Using Critical Discourse Analysis, this research explores the most prominent conceptualisations of children and childhood underpinning official Early Childhood policies in Peru, drawing on theoretical frameworks from childhood studies. The study identified the existence of a convergence of discourses about children and childhood in the policy documents which are based on different perspectives: developmental psychology, human capital theory and a children's rights-based approach. From this analysis, I argue that early childhood policies in Peru evidence a developmentalist predominance that has problematic implications in the context of the country's bicentennial anniversary of independence. I analyse how this developmental focus leads to a lack of sensitivity about the impact of cultural factors on children's experiences and on the exercise of their rights, particularly on children's right to participation. Finally, I argue for a rethinking of Peruvian early childhood policies and future policymaking processes using a sociological lens, in order to accomplish the State's objective of building a post-bicentennial nation that is able to secure improvements on children's lives and advance social justice.