This article seeks to put two pedagogical orientations, one influenced by "friluftsliv" and the other wild pedagogies, into dialogue. The theoretical section focuses on three key components: childhood, knowledge, and nature. Next, we frame "friluftsliv" and wild pedagogies and connect them to contemporary early childhood education contexts. Here, we offer a short summary of wild pedagogies' six touchstones: Nature as Co-Teacher; Complexity, the Unknown, and Spontaneity; Locating the Wild; Time and Practice; Socio-Cultural Change; and Building Alliances and the Human Community. In this section, we focus on the connections with, and challenges to, "friluftsliv" practices in a pedagogical setting. Then, we examine the possibilities for developing new pedagogies for both wild pedagogies and "friluftsliv." The paper offers no definitive conclusion, rather returning to a reflection on the three key components.