In this article, the authors argue that the use of Organisation for Economic Co-operation and Development (OECD) standardized tests to evaluate the early childhood education sector, while it may be perfectly "scientific", could be disastrous for "Te Whariki", a curriculum that is child-centred and learning-oriented. The basic principle that underpins "Te Whariki" is "to empower the child to learn". They present some of the implications of implementing the OECD outcomes framework that might threaten the foundations of "Te Whariki", such as: (1) New Zealand's early childhood education curriculum takes a sociocultural perspective on learning; the OECD measures provide a "one-world" view in an internationally standardized context; (2) an unwarranted international reputation can be established; (3) low-income communities may be especially vulnerable; (4) follow-on interventions, teaching to the OECD measures, are likely to encourage a pedagogy of compliance; and (5) more important issues to focus on were established. As the early childhood sector in New Zealand continues the implementation of "Te Whariki" in the 21st century, it is the authors' view that we would be better placed to build on the work that has already begun to develop broad outcomes for "Strengthening the Learning and Realising Potential" with reference to the five sociocultural strands of learning outcomes in "Te Whariki" (Learning Outcomes Working Group of the MoE Research Policy Forum, 2011), and to keep in mind the principles, strands and goals in the "Te Whariki" document itself. [For "The Organisation for Economic Co-Operation and Development's International Early Learning Study: Opening for Debate and Contestation," see EJ1110064.]