Popular instructional approaches in Early Childhood Education for Sustainability (ECEfS) are co-construction learning, transformative learning and ecological learning. These rely on constructivism that could challenge human–nature relationships of ECEfS. In this study, we aim to discover and reshape human–nature relationships embedded in the approaches. To do so, we deconstruct the approaches through a metaphysical analysis with ontology, epistemology and axiology. As a result, we confirm that they are likely to view humans and nature as two separate entities. For sustainability, we distinguish an ontological view (‘N’ature) and an epistemological view (‘n’ature) and justify the distinction based on posthumanists’ concepts of non-humans and more-than-humans. We present a metaphysically reshaped human–nature relationship and argue that this new model enables teachers to critically review ‘human-made/observed natures’ and participate in the reconciliation between ‘N’ature and humanity. We also apply the model into a waste-recycle activity to clarify its potential practicality.

可持续发展幼儿教育 (ECEfS) 中流行的教学方法是共建学习、变革学习和生态学习。这些依赖于可能挑战 ECEfS 的人与自然关系的建构主义。在这项研究中，我们旨在发现和重塑方法中嵌入的人与自然关系。为此，我们通过本体论、认识论和价值论的形而上学分析来解构这些方法。因此，我们确认他们很可能将人类和自然视为两个独立的实体。对于可持续性，我们区分了本体论观点（“自然”）和认识论观点（“自然”），并根据后人类主义者的非人类和超越人类的概念来证明这种区别是正确的。我们提出了一种形而上学重塑的人与自然关系，并认为这种新模式使教师能够批判性地审查“人造/观察到的自然”并参与“自然”与人类之间的和解。我们还将该模型应用于废物回收活动，以阐明其潜在的实用性。