This international collection of case study chapters addresses early childhood education for sustainability (ECEfS) across diverse national contexts. The book offers critical reflections about what has been achieved to promote ECEfS through policy, research and practice; what might be the lessons learnt for sharing; and, what is yet to be achieved. In pragmatic terms, each national case study incorporates policy, research and practice, alongside illustrative initiatives, stories and images to engage readers. The work provides a systematic understanding of the global ECEfS field and facilitates identification of commonalities, divergences and issues for further analysis and synthesis. The reader is offered a broad text stance incorporating a comparative ECEfS knowledge base and transformative strategies for envisioning sustainable futures with young children. In particular, strategies towards a creative, courageous and radical education that prioritises ethical relationalities with the Earth and sustainable futures for both the human and the non-human species. This is a timely collection in a world where young children are born into climate crises, economic uncertainties and political instabilities alongside their fundamental rights being eroded. Sustainability is conceptualised worldwide in different ways historically, socially and culturally and this is celebrated by the contributing authors throughout the text. Many voices are shared from those working towards global sustainability in early childhood education. This book is aimed at researchers, postgraduate and undergraduate students, and practitioners. This international collection of case study chapters addresses early childhood education for sustainability (ECEfS) across diverse national contexts. The book offers critical reflections about what has been achieved to promote ECEfS through policy, research and practice; what might be the lessons learnt for sharing; and, what is yet to be achieved. In pragmatic terms, each national case study incorporates policy, research and practice, alongside illustrative initiatives, stories and images to engage readers. The work provides a systematic understanding of the global ECEfS field and facilitates identification of commonalities, divergences and issues for further analysis and synthesis. The reader is offered a broad text stance incorporating a comparative ECEfS knowledge base and transformative strategies for envisioning sustainable futures with young children. In particular, strategies towards a creative, courageous and radical education that prioritises ethical relationalities with the Earth and sustainable futures for both the human and the non-human species. This is a timely collection in a world where young children are born into climate crises, economic uncertainties and political instabilities alongside their fundamental rights being eroded. Sustainability is conceptualised worldwide in different ways historically, socially and culturally and this is celebrated by the contributing authors throughout the text. Many voices are shared from those working towards global sustainability in early childhood education. This book is aimed at researchers, postgraduate and undergraduate students, and practitioners. Eva Ärlemalm-Hagsér, Professor in Early Childhood Education, has a background as a preschool teacher. She works as a professor in the Division of Early Childhood Education within early childhood teacher education, leading the research group Childhood During The Anthropocene – Education and Sustainability , at Mälardalen University, Sweden. Her research focus is on education for sustainability and children’s participation and agency within policy and practices – indoors and outdoors. Between 2008-2018 Eva was a convener of the Special Interest Group (SIG) Outdoor play and Learning within the European Early Childhood Education Research Association (EECERA). In 2019, Eva initiated the Special Interest Group (SIG) Sustainability in Early Childhood Education within the European Early Childhood Education Research Association (EECERA) and is now a convener in this Special Interest Group and a co-convenor of the Transnational Dialogues in Early Childhood Education for Sustainability research group (TND) since 2010. In August 2023, she organised an international TND conference: Where to next? Examining the gaps, issues and needs in Early Childhood Education for Sustainability research, at Mälardalen University. Her recent text publications include Researching early childhood education for sustainability: Challenging assumptions and orthodoxies ; Becoming a preschool teacher: Multifaceted complexity , and Early childhood education for sustainability: A short history . She lectures in all levels at the University from preschool teacher programs to Master and PhD student courses and is actively involved in Higher Degree Research supervision with three current candidates. Sue Elliott, Ed. D., is an Adjunct Senio