In this article, we revisit fragments of data from a three-year study, paying close attention to the entanglements and inseparability of child/plastic/snow/GoPro within children's everyday encounters and narratives in an immersive nature-based program in Canada. We query how these entangled ways of being might help inform environmental and sustainability pedagogical practices, and problematize ideals of human agency and nature-as-pure that are embedded within environmental and sustainability early childhood education. Relying on theories of posthumanism and new materialism (Barad, 2003, 2007; Bennett, 2010; Hultman & Lenz Taguchi, 2010) we examine the bodily, social, and affective intra-actions of nature/child/camera to propose thinking differently about the world and children's relations with the more-than-human world.