This paper reports on a systematic review of the early childhood teacher education (ECTE) literature that explores what teacher educators have been doing to shift the curriculum away from developmental perspectives to more critical approaches. Twenty-three empirical studies were coded and analysed. It was found that most studies were qualitative in nature and focused on the redesign or implementation of content and pedagogy that sought to enhance preservice teachers' (PSTs) intercultural competence. Much of the content and pedagogies discussed in the studies are not necessarily new (e.g. clinical experience, reflection) but reconceptualized to engage PSTs with diversities and difference. Few studies drew on critical theories that address power relations enacted through early childhood practices.