This chapter examines the relationship between temporal governance, early childhood education, and Kenya’s recent curriculum reform. It critiques the reform’s reliance on rigid, linear models of “normal” development drawn from developmental psychology, which categorize children as “normal” or “abnormal.” The chapter analyzes how these frameworks from developmental psychology shape Kenya’s educational restructuring. By using Kenyan curriculum documents as a case study, it critiques the broader application of developmentalism and its focus on linear, “normal” childhood development. Central to this critique is the concept of time as a cultural and social construct that dictates childhood educational practices. Through textual analysis of global, national, and local curriculum documents and policies, the chapter examines how time governs early childhood education instruction and assessments, reinforcing colonial legacies and shaping the future of children as “becomings” within a framework of temporal governance.