The concept of nature and how humans relate to nature provide the framework for this philosophical discussion on challenges facing the evolving field of early childhood environmental education. Posthumanistic thinking is proposed as an alternative to what is perpetuated through a more typical Western approach to education. This Western approach tends to reinforce and widen the human-nature separation. A common theme emerging from interdisciplinary thinking about the nature-human connection centers around kinship versus domination. This theme is presented as central to posthumanistic thinking. Suggestions are offered on how to apply post-humanism to pedagogy, especially at the early childhood level. Adopting a post-humanistic approach in working with children is considered to be critical to the very survival of the planet while also nurturing the holistic development of children. Posthumanism is also presented as a catalyst for ushering in a community of life that's inclusive of multispecies beings sharing one common world. Provocations for the future include addressing five areas of concern: (1) how nature is presented to children; (2) the meaning and practice of nature play; (3) the capabilities of children; (4) a pedagogy of discomfort; and (5) deeper dimensions of wonder. The essay concludes with a call to take up the challenge of thinking with nature and finding more entangled ways of being in the world.