Young children’s institutional lives are dominantly understood and examined in research as intimate geographies, as spatially confined to the personal range. Considerations hence are rarely given to children’s engagements with those processes, discourses and social practices that invest these places with meanings and practices but do not originate in their locale. Zsuzsa Millei’s ethnographic project in a preschool in Australia engages in these considerations, and with discussions that concern the local groundedness of the global in children’s worlds. It applies various theoretical perspectives to understand making ‘sense of place’ and ‘place-making’ in a globalising world. How do children ‘bring to life’ the ‘global’ in their place-making? What pedagogies of place do those map out?