As critical Early Childhood Education and Care (ECEC) educators and academics we hold shared concerns about the impacts of a neoliberalisation of pedagogy, and the effects of climate change on young children and educators’ lives. This chapter employs hauntology, feminist materialist relational time, and data-ghosts to develop arguments on ways to critically re-conceptualise ECEC pedagogy and practice. We do this by returning to the connections we made during COVID-19 where we engaged with online journaling to draw together theory, practices, and the hauntings that were informing our thinking. Our journaling was untethered from ontic and linear time where past, present, and future events are/were entangled and relational. In the present we revisit the hauntological potential of online journaling and explore what the affective dimensions of the ghosts that still resonate with us might offer social studies. Employing ruptures from our journaling alongside post-philosophies, including feminist posthumanisms, feminist (new) materialisms, and affect theory, we offer this chapter as a hauntological hope and a means to untether time from experiences. Connecting hauntology and feminist materialist relational time has allowed us to explore multiple power flows from the past and present and think about how they might resonate and pulsate in the future.