Early childhood teacher educators have the daunting task of preparing teachers to work in settings so complex and dynamic that the application of formulaic "Truths" based on traditional early childhood orthodoxy will no longer suffice. My goal is to lay out several alternative perspectives on early childhood pedagogy, describe their basic elements, identify ways these pedagogical approaches can enrich the learning and life chances of young children, and provide examples of how early childhood teacher educators can model these approaches in their teaching. The examples of early childhood teacher education practice are drawn from the literature, from my own experiences as a teacher educator, and from my imaginings of what might be possible. (author abstract)