The article examines the role of early childhood education and care (ECEC) in the face of the challenges of the Anthropocene. It explores how different forms of coexistence with more-than-human species in early childhood can be shaped and explored in the face of ecological crises. The authors propose a phenomenological and post-humanist approach to understanding human and more-than-human realities beyond the duality of nature and culture. On the basis of the method of storytelling, an empirical example—the visit of owls to a day-care centre—is examined. How are places of living and learning created where several species of creatures come together, between children, professionals, animals and material objects? What educational aspects, what ways of learning and knowing do they develop and what ethical questions and care options arise from newly emerging multispecies habitats? The article makes a significant contribution to research into the role of early childhood education and care in the alternative design and implementation of learning in multispecies relationships and highlights possible perspectives for a new conception of early childhood education in the Anthropocene as a basis for sustainability.