This ethnographic study, carried out in public kindergartens in Finland, traces the enactments of the societal roles of early childhood education. It highlights how the intertwining of governing tools and discourses related to early childhood education's societal role participates in the formation of daily life in kindergarten. The concept of "imaginary" is used as an analytical tool. The study argues that intensification measures together with the individualistic rights discourse have substantially challenged the social justice agenda of early childhood education in Finland. Furthermore, it suggests that an ethnographic examination of the enactments of societal roles of early childhood education and the concept of "imaginaries" provide valuable insights vis-a-vis the continuing theoretical and political discussions concerning early childhood education policies and governance.