The aim of this article is to show how water emerged as a research method nearby and within a small stream during a 9-month fieldwork carried out with preschool children. The feldwork was informed and shaped by the preschool children's and researcher's situated knowledges and their questions about environmental issues concerning water, absence of water, pollution and ethics. The empirical material consists of flms and photos, drawings and feld notes, produced together by the preschool children and the researcher during the research. The analysis draws on relational ontology and the writings of Isabelle Stengers and Donna Haraway. The article concludes with a discussion about what can be learnt from the study and its contribution to research within the felds of Early Childhood Education and Environmental Education.