Although terminology varies in the United States of America (USA), practitioners in both Early Childhood Education (ECE) and Environmental Education (EE) employ progressive pedagogies that exemplify the primary principles of Early Childhood Education for Sustainability (ECEfS) as established by Elliott and Davis (2023). Building on reports from the USA, for example Chawla and Rivkin (2014), this chapter contextualizes ECE and highlights pedagogical practices that demonstrate how ECEfS which centers children as active agents of change, serves as a unifying framework to reimagine quality. We describe Developmentally Appropriate Practices (DAP) and the expanding field of nature-based early learning (NBEL) in the USA and venture into lesser-explored areas such as social justice, equity, culturally responsive pedagogy, kinship, and Indigenous ways of knowing through the lens of ECEfS. We highlight progressive programs, practitioner voices, and children’s innate capabilities and inherent connection to all living things as they develop critical skills and attitudes necessary for navigating an ever-changing world. We assert throughout that ECEfS may lead to a more holistic and sustainable pedagogical approach to ECE quality in the USA.