This article explores the relations between nation, nature and childhood in five early childhood education curricula in the Nordic, post-socialist and settler-colonial states with the focus on the role education plays in the face of the climate crisis. The authors identify three interconnecting themes in which nation, nature and childhood are entangled in these curricula: 1) national nature as an object of learning; 2) nature and home/birth land and Country; and 3) stewardship for national nature. Exploring these themes from the perspective of alternative pedagogies developed to address the child–nature relations during the Anthropocene, the authors argue that these notions in the curricula are no longer tenable. They call for new ways of conceptualising nation, nature and child relations with attentiveness to the Earth as the living ecosystem sustaining life.