This book at the intersection of early childhood and reconceptualizing practice looks at how practitioners theorists and teachers are supporting young children to care about the environment differently. Despite the current popularity of post-human perspectives in social science more broadly and in early childhood studies more specifically this is one of few to make visible international practices and perspectives that emerge at the intersection of early childhood education environmental justice sustainability and intergenerational/interspecies communities. The book provides an innovative exploration of the links between children elders and nature. With contributions from established scholars practitioners and newcomers this book reframes educating for social justice within an ecological landscape; one in which young children and their elders are mobilized to understand reconceptualize and even undo negative environmental impact whilst grappling with the ways in which the earthly forces are acting upon them. Specific theoretical chapters (spirituality nature critical and post-human/materiality pragmatics and constructivism approaches) are blended with applications of pedagogic strategies from across the globe. This book responds to a growing interest among early childhood professionals and scholars for sustainably focused and ethically reimagined programs. This collection rewards the reader with opportunities to critically reflect on their own practice delves into new terrestrial collectives and explores new pedagogical pathways. It will be essential reading for practitioners and scholars alike. . Language: English