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This book explores postdevelopmental responses to environmental education, analyzing childhoods as they are produced within the geo-political epoch of the Anthropocene. Written by researchers based in Australia, Canada, Finland, Norway, South Africa, the UK and the USA, it addresses an urgent need to interrogate early childhood educational practices that seek to grapple with the destructive and irreversible processes of planetary crisis in which early childhood plays out. The chapters cover a range of themes and issues including the more-than-human, multispecies experiences, new materialism, Indigenous knowledge, issues of race and environmentalism, the UN Sustainable Development Goals, outdoor education, and urban and rural educational settings. The book offers a collective, active response to the normative and prevailing orthodoxy of developmental trajectories that have come to dominate pedagogical practice in early childhood contexts.