In this book we argue for a cultural-historical approach that unites the general principles of development as a cultural process with children’s perspectives and agency. Adding to this theoretical perspective, we take the position that an imagined future orientation among parents and educators is needed for tackling some of the world’s pressing problems; not least the topic of green transition and sustainability. We advocate a monistic wholeness approach seeing the child and environment as each other’s conditions and as dialectically related through the child’s emotional experience. The cultural-historical approach evolved from Vygotsky’s legacy, where the relation between the child’s biology and the cultural forces that come from institutional practices in specific societies are conceptualized as interwoven with dominating cultural forces. Education plays a central role in shaping and forming the motive orientation, engagements, agency and zone of proximal development of children. Development is therefore a relational and cultural process dependent on the institutional practices in which children live their everyday lives, learn and participate. By thematizing children’s relationship to each other, to their families, to educators, to learning content, to their local community, and to the other-than-human, quality education relies on play, care and ethics in addition to subject matter and didactics.