In the early 1990s, university faculty members, early childhood educators, and preschool teachers in South Korea created a new paradigm for education. Eco-early childhood education uses an ecological point of view to reform existing child-centered education. This perspective proposes moving from child- to life-centered, individual- to community-centered, and cognitive- to body, mind, and spirit-centered early childhood education. The ideological root of eco-early childhood education is based on its philosophy of life and the cycle of birth, growth, death, and rebirth. It contains elements of traditional Korean ideology, Confucianism, Buddhism, Christianity, and Taoism. It also borrows from new eco-philosophy, including deep ecology, which considers mankind as a part of the ecosystem; social ecology, which considers social stratification to be the root of the current ecological crisis; and New Age science, which criticizes scientism--"an exaggerated trust in the efficacy of the methods of natural science applied to all areas of investigation (as in philosophy, the social sciences, and the humanities)." Eco-early childhood education encourages living in the here and now in accordance with the rhythms of nature. It values a child's present--not just his or her future. The curriculum emphasizes the importance of harmony between humans and nature. In this article, the author illustrates the elements of a typical program through early childhood activities.