The importance of young children learning about the natural environment has been recognised in policy and curricular frameworks around the world. Moreover, there has been a call for children to spend more time outdoors and to reconnect with nature. However, the distinct construct of nature connectedness has not been examined in detail in relation to early childhood education. This article aims to bring together environmental psychology literature and early years' policy in an attempt to make the case for nature connectedness becoming a distinct goal in early childhood curricular frameworks. Furthermore, it aims to highlight gaps in the research literature and offer clear directions for future research.