This chapter discusses the potential of ecopedagogy and play-based learning for enhancing ecological education in early childhood education to meet China’s aspirations for constructing an Ecological Civilization. While these learning approaches have yet to be extensively practiced in Chinese ECE classrooms, this chapter contends that the principles of indigenous Taoist philosophy, with its emphases on harmony among human beings and nature, constitute a culturally embedded basis for their integration. Grounded in the philosophy of ecopedagogy, the chapter explains how developmentally appropriate, child-centered practices can nurture young children’s ecological awareness, moral reasoning, and a sense of responsibility for and connection to the environment. Play-based learning is identified as a significant approach through which children can develop and actively practice agency while building both embodied knowledge and an emotional connection with nature. To illustrate the potential of this pedagogical alignment, the chapter presents two case studies from Chinese kindergartens that exemplify best practices. These cases demonstrate how ecopedagogical principles inspired by Taoist ecological thinking enacted in play-based learning can be embedded into daily routines, curriculum design, and educational philosophy. Through these examples, this chapter envisions how early childhood education in China can contribute meaningfully to the cultivation of sustainable values, behaviors, and lifestyles from the earliest years of life. In perceiving young children as capable change agents, this chapter positions early childhood education as an essential building block for constructing ecological identities and advancing the general societal goal of Ecological Civilization.