Sustainability education is increasingly practiced in early childhood, but a previous review of the literature suggests that there is little empirical research to provide the necessary foundation and critique. The current paper addresses the question of whether there has been an increase in empirical research in the field since this review, and if so, what are the theoretical and methodological developments informing this research. The method of the study is to review the literature in the field following similar processes to the previous review in order to provide a comparison. The articles identified were then categorized and evaluated according to their different theoretical and methodological orientations. The review found that there are twice as many articles as identified in the previous study and that these articles are now equally published in mainstream and environmental education journals. A meta-analysis of the articles using a typology of methodological orientations provided a basis for critique. Three major categories of theoretical orientation were identified as: "Connection to nature"; 'Children's rights"; and "Post-human frameworks" with varying degrees of theoretical engagement. It is recommended that new post-human frameworks recently applied in early childhood education research could usefully be connected to researching early childhood education for planetary sustainability.