In the face of global polycrisis, where interconnected challenges such as climate change, socio-economic instability, and cultural fragmentation impact education, early childhood education and care (ECEC) must embrace relational and holistic paradigms. This conceptual chapter explores how Indigenous epistemologies, such as kapwa—a core concept in Sikolohiyang Pilipino (Filipino Psychology)—offer a decolonial and relational approach to reimagining early childhood education and care (ECEC) in the Philippines and other contexts. Kapwa emphasizes interconnectedness, reciprocity, relationality, and collective well-being, often extending beyond human relationships to encompass human-to-environment interconnections. This chapter examines how kapwa can inform more inclusive and sustainable ECEC practices. Rather than presenting empirical findings, this chapter provides a conceptual foundation for rethinking ECEC through Indigenous epistemologies. It calls on educators, policymakers, and researchers to engage with Indigenous knowledge systems ethically and meaningfully, ensuring that ECEC fosters relational, sustainable, and culturally responsive learning environments.