In this chapter we argue wellbeing in early childhood education in Aotearoa New Zealand is constitutive of intimacy, physicality and love. We will demonstrate how these elements of wellbeing are produced in and through Te Whāriki, the national early childhood curriculum. Comprised of readings of the text and lived experience of curriculum in early childhood contexts, the tensions between these readings and other policies relevant to practice will be explored. While a local reading, the positioning of early childhood education in a neoliberal context will offer insights pertinent to the wider global audience.