In our interconnected and interdependent world, national early childhood education and care (ECEC) policies can no longer be made or read independently from their global contexts. Policy statements often display a global awareness that construct notions about "the child" as a "global citizen", particular relations to others and certain prospects about the world. In this paper, we analyse the Australian "Early Years Learning Framework: Belonging, Being and Becoming" (EYLF) and associated documents to make explicit the particular child subjects, forms of belonging and prospects they produce. The multivocality and multiperspectivity of the EYLF enable parallel interpretations, which we utilise here and focus on two possible readings: first, an educational prospect that furthers neoliberal globalisation and modernist notions by fashioning ECEC as part of national and mostly economic projects, while the second reading identifies aspects of the EYLF that prefigure a new mode of learning that engages alternatively with our interdependent world through a "cosmopolitan ethics" and "cosmopolitan solidarity". Based upon our second reading, we utilise our "radical imagination" to extend the cosmopolitan imaginary of the EYLF for pedagogical use.