Most studies on the history of educational ideas have focused on what influential educational theorists and policy-makers have said and written at particular times, constructing a "view from the top." The project from which this article is derived focused on the ways theoretical debates have been "lived" by teachers in New Zealand, particularly how teachers have encountered and dealt with the various waves of "progressive" (or child-centered) educational thought. Up to 170 teachers age 25 to 90 will be interviewed for a book intended to create snapshots of particular periods (for example, the 1960s-70s and "neo-progressivism"). This article looks at the 1940s-50s through the voices of kindergarten teachers working at the time; following a brief overview on the structure and history of early childhood education in New Zealand, the article moves into a detailed examination of this period and its substantive transformation of progressive ideas (such as free play) into practice. Numerous quotes reveal teachers' experiences with the transition from time-tabled school routines to child-directed activities, and from management by private ladies' associations to more direct government involvement. Their comments reveal the complexity of interplay between "top down" support and direction and "bottom up" reactions. Contains 17 references. (EV)