In this research project, I endeavoured to contribute to the reconceptualisation of Early Childhood Education and Care (ECEC) by scribbling alternative stories not often told in the geopolitical landscape of Ireland. Embracing different ways of knowing is the overarching intention of this thesis via publication. This story recounts how the project evolves to (be)come postqualitative as I interrogate why specific constructions such as paradigms and concepts impact the ways in which knowledge is generated. Within the scope of this thesis, I go beyond universal assumptions, such as the depiction of the ‘developing child,’ to challenge foundational knowledge that is routinely applied ECEC. Article 1 examines the historical and discursive context of early childhood education and care (ECEC) in Ireland and proposes an alternative governance model that could enhance sustainability for ECEC beyond market moralities. In curating journal articles 2 and 3, data was collected from twenty postgraduate MA students. While thinking-with and writing-with, the agency of the data could not be ignored, which led to a shift from qualitative methodologies to postqualitative unfolding. Responding to data, I draw on various theoretical perspectives, including Indigenous knowledge, Irish mythology, posthuman concepts, Feminist New Materialism and Black Futurity. The three publications emerge as a transversal mode of relationality within the ECEC field. In a curious coming together of humans and more-than-humans, I decolonise different webs of knowledge that intra-act with oppression and violence to include colonialism, White supremacy and ecological devastation. Each publication tells a unique story of different ways knowledge can be generated in the field of ECEC. As such, the three articles hold the tension of precarious times while creating local, national and global opportunities for the ECEC field to respond to questions of planetary well-being.