Using the human-animal bond, relational ecology, and the "common world" framework as theoretical underpinnings, I set out to better understand the array of settings and experiences wherein young children are able to interact, either directly or indirectly with animals within the context of early childhood environmental education (ECEE). There is opportunity within the discipline of ECEE to reflect on practice and means of supporting children's engagements with and relations to non-human animals. This approach asserts children and animals as co-creators of children's learning and development. The relationships, nuances, and engagements between child and animal are themselves teachers (Taylor & Pacini-Ketchabaw, 2015). This has important implications as we move into a time where environmental connectedness and interspecies connectedness matter more than ever (Haraway, 2008; Kellert, 2012; Louv, 2007).