This article explores how sustainability and sloyd (crafting in soft and hard materials) are expressed in contemporary Finnish early childhood education and care (ECEC). It critically examines national policy documents and core curriculum in the light of contemporary research on sustainability and sloyd education in the early years. Methodologically, the study builds on a bricolage from which policy and curriculum are contrasted against empirical research materials consisting of visual narratives from sloyd practices in a day-care setting. The article makes visible how the narratives of sustainability and sloyd in Finnish ECEC challenge teachers to provide children with rich learning opportunities within a relational ontology that has the potential to promote sustainability in times of planetary emergency.

Keywords: Sustainability, sloyd, early childhood education, narrative approach, bricolage