This article examines the effects of edu-capitalism and neoliberal education policies across Australia, New Zealand and United States to disrupt hegemonic policy logic based on neutral human capital. Current frameworks, standards and assessment tools govern and control how early childhood educators see and assess children and in turn develop and implement pedagogy. Issues of gender, class and ethnicity are invisible with the assumption that all children who are offered high-quality early childhood programmes have equal opportunities to be productive and therefore successful citizens. Success can be understood through universal outcomes for children and markers of what quality teaching looks like for educators. This epistemological shutter renders race-, class- and gender-based privilege as invisible or non-existent. In doing so, dominant White Western understandings of the world drive what and who is marked as 'success(ful)', while non-Western knowledge continues to be seen as primitive, insignificant and in need of intervention. Through analysing policy text supported by the work of post-thinkers, the rethinking, re/imagining, and remapping of early childhood that this article performs do not offer consensus but make room for both problematizations of and possibilities within the contemporary concerns of different theoretical and geographical perspectives from Australia, New Zealand and United States.