The New Zealand early childhood curriculum, Te Whāriki, has a sociocultural emphasis. As a result it places importance on relationships with families, and the validation of children’s cultures. Yet questions could be asked about how visible culture(s) are within early childhood practice, in terms of whose cultures are being represented, and how this is determined. This article explores these notions, drawing on recent research to illustrate some pathways for deepening the sociocultural nature of early childhood practice in Aotearoa.