Inspired by a posthuman philosophy, this paper explores sustainable natureculture kindergarten praxis as a pragmatic transcorporeal collective engagement with the present and sustainable future events to come. The point of departure is the economic argument for implementing science, technology, engineering and mathematics education within early childhood education and care as a preparation for the challenges a science- and technology-driven society brings at the forefront. By exploring and experimenting with dataphilosophy as our theory-method and the concept of non-position, we embrace and critique technology and technological solutions in connection with kindergarten praxis and steer them towards new forms of solidarity and socially just pedagogies. Through the article, we ask (in)directly what kind of subject position digitalization as part of a sustainable future requires, and the inevitable questions this subject position regarding professionalism within early childhood education and care brings.

中文翻译：

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幼儿教育和护理中的技术和可持续性

受到后人类哲学的启发，本文探索了可持续自然文化幼儿园实践，将其作为务实的跨机构集体参与来应对当前和未来可持续发展的事件。出发点是在儿童早期教育和照料中实施科学，技术，工程和数学教育的经济学论据，以此为应对以科学和技术为动力的社会所带来的挑战的准备。通过探索和尝试将数据哲学作为我们的理论方法和非位置概念，我们接受并批判了与幼儿园实践相关的技术和技术解决方案，并将其引导向新的团结形式和社会公正的教学方法。通过这篇文章，