This article is situated within ongoing efforts in early childhood education to unsettle extractive relations with the more-than-human world and efforts to situate children's learning within current conditions of environmental vulnerability. The authors discuss some pedagogical and curricular interruptions that emerged from foregrounding Indigenous knowledges and non-anthropocentric modes of learning in an inquiry that focused on young children's water relations. We focus in particular on the affective resonances that emerged from kindergarten children's encounters with a creek in Austin, Texas. In conversation with Indigenous feminisms, we discuss these affective encounters in relation to their decolonial potentials. We argue for the mattering of affective pedagogies that nurture nonanthropocentric relations while centering Indigenous land and life.