The research project narrated in this chapter proceeded for over two years at an “unhurried” pace, foregoing neoliberal paradigms of speed and efficiency in favour of depth, complexity, and search for meaning. Responding to the obligations and values generated by encounters with the world-renowned system of early education of the Italian city of Reggio Emilia, the research deployed pedagogical documentation and progettazione as “collective experimentation”. Early childhood teachers are positioned as researchers, thinkers, and public intellectuals as opposed to technicians. The study involved “lengthy preparation”, and “relaunches” propelled by troubles, enchantments and ethical dilemmas in encounters with the more-than-human. Children and educators at MLC Kindle, an early childhood centre located in Naarm/Melbourne, investigated “inter-creature relationships”, welcoming indigenous knowledges and “making kin” with magpies, worms, trees, native Australian banksia flowers, water and river; their “care-full curiosity” generating stories of care, beauty, and life that is lived in connection with others.