Situating inquiries about wellbeing in immanence, immanence being the territory of existence, is enabling for the many variations of life that encompass existence and becomings. Wellbeing reflects existential and ontological features of the teacher and toddler presently, that, in turn, are features which are appreciated and acknowledged across a wide range of experiences bringing life, pedagogies and policies, teacher, toddler—and me—together. My main claim however, and with a view to avoid compartmentalized, defined, and defining ontological features, assumes an added value for wellbeing only if the relationship between ontological features is put in complete perspective with one another and seen as profoundly complex. Subsequently, and building on feminist posthuman philosophy, pragmatism, and post qualitative research approaches, that pedagogies and policies are developed with a perspectivist aesthetic ethos in mind to ensure pedagogical precision weaving and relevance. Delivering more enriched and multi-dimensional epistemological and normative accounts of wellbeing possibilized through constantly enhancing the importance of proleptic (anticipation) environmenting and the irreducible plural logics of minor pedagogies and perspectives for the wellbeing of both the educator, the toddler, and the researcher. This implies a change in how we view conditions for wellbeing and is ultimately a defence of the professional authority of the teaching professions expressing an increased appreciation of the professions, and at the same time writing higher ambitions on behalf of teachers, toddlers, and researchers together.