This article examines the dominant discourses teachers in early childhood education (ECE) used to produce understandings of children and educational practice for them. Seven teachers from two early childhood centres in urban KwaZulu-Natal participated in this qualitative study. Data were produced through semi-structured interviews and conversations. The shared discourses of biology, development and difference are discussed. The findings show that teachers unproblematically use dominant discourses which narrow possibilities for them to understand children. This in turn limits their capacity for shaping contextually relevant practice. The article concludes with a brief discussion on worthy areas to focus on in order to map a way forward for developing the skills and capacity of teachers in ECE.