In line with scholarly critiques on the pervasive impacts of neoliberalism in early childhood education and care (ECEC), this article examines how neoliberal regimes of truth utilise a distinct form of curiosity (i.e. 'institutionalised curiosity') to produce subjects and subjectivities aligned with widespread neoliberal narratives of education. It opens a dialogue about the political potential of 'resistant curiosity' as an ethical praxis of existence, cultivating ECEC educators' capacity to critically engage with the local 'struggles,' resist disciplinary powers, and initiate self-transformation.