Early childhood education (ECE) has to an increasing extent become an integrated part of the education system in some countries, with national ECE curricula. Being states with indigenous people, Norway and Aotearoa/New Zealand have faced challenges and possibilities regarding how to deal with both past and present during the curricular processes. It is striking and telling that when Aotearoa/New Zealand had its first national curriculum for ECE 1996, it was based on Maori thinking and concepts. We explore how indigenous issues are dealt with in ECE curricula in the two countries, and argue that the respective curricula are expressions of two different kinds of indigenization. Still, the implementation challenge leaves the risk for the continuing silencing and Othering of the indigenous.