This chapter explores the concept of “storying” as a therapeutic and educational approach to address crises and slow violence in early childhood education. The co-authors present a polyphonic storying process that brings together disparate narratives to serve as medicinal counternarratives. By weaving and braiding stories, the authors aim to offer relational ways of living and coping with disasters for children, families, and educators. The chapter delves into theoretical frameworks, such as Nixon's concept of slow violence and Kimmerer's depiction of slow-growing moss, to highlight the importance of relational care and interconnectedness. Through metaphors and lived experiences, the authors emphasize the significance of storying in supporting cognitive and socio-emotional growth in children. This work also provides recommendations for educators to cultivate spaces for deep listening, wonder, and relational presence, advocating for storying as a relational act of care, resistance, and collective sense-making.