The purpose of this study was to examine how an early childhood education (ECE) curriculum responds to children's voices in reference to transition from kindergarten to first grade. Drawing from the findings of a previous study which examined the empowering and limiting aspects of transition as voiced by first graders, I consider the points where this document responds and supports children's needs. Qualitative document analysis is employed to untangle the details of the curriculum and make the necessary connections. Findings suggest that a curriculum which integrates learning and development can respond to children's voices on transition to first grade. A different image of the transitioning child is considered, one which encompasses the temporal dimensions of the past, present, and future. This study considers the importance of capitalizing on the ECE experiences in order to respond to the readiness of transition to first grade.