In following children’s place relations, our research takes us beyond exclusively human, cultural or social framings. It draws upon frameworks and methodologies that acknowledge place as lively and generative and acknowledges children’s place relations as mutually formative and significant to a sense of belonging. These include Indigenous cosmologies of place, or geo-ontologies; more than human geographies of place; place as an assemblage of heterogeneous human and nonhuman actors, entities and forces; place as an inherently pedagogical contact zone; and the affect of place. Much of this research is conducted with the legacies of colonisation and anthropogenic environmental damage in mind. It seeks new ways of exploring the co-constitutive nature of children’s place relations and of promoting an ethics of place relations.