Outdoor pedagogies have gained significant traction in Early Childhood Education over the years and European traditions represent a cultural norm in what is generally referred to as Scandinavian outdoor pedagogies. This small-scale ethnographic research adopted an interpretative methodological approach and afforded opportunities to observe young preschool children engaging in an outdoor, allotment, Garden School in the centre of Oslo Norway. Here we were in the privileged position to capture moments vis a vis the environment, and whilst we acknowledge traditional child led discourses, affiliated with healthy child development, we also envisaged a world where children engaged in post-anthropocentric entanglements with human and non-human kinships.