Kindergarten has become increasingly academic in nature. One of the primary dilemmas arising from this shift is the tension between the use of developmentally appropriate practices and the obligation to teach academic standards. To gain a deeper understanding of how kindergarten is enacted in the evolving curricular landscape, we look beyond these competing perspectives to develop a theoretical framework informed by Schwab's conception of the eclectic and the four commonplaces. We re-envision the four commonplaces -- subject matter, teacher, milieu, and learner -- to align them with contemporary conceptions of educational purposes, practical theory, classroom climate, and childhood. Acknowledging that kindergarten is an eclectic space, we create a robust theoretical framework for researchers interested in classroom research. The application of this framework is explored using an ethnographic methodology that integrates data from classroom observations, teacher interviews, and photo elicitation interviews with the students in one kindergarten classroom. (author abstract)