From my perspective as a geographer and as a member of the Board of Trustees of an education charity that works in East Africa, I consider the Sustainable Development Goals (SDGs) for Early Childhood Education and Care, as well as the growing international appreciation of the contribution of ECEC to sustainable development, as potentially representing a ‘window’ of agreement. Policy studies have suggested the temporary existence of such ‘windows’ (Aberbach & Christensen, 2001), which may present an opportunity for disruptive new definitions, such as of ECECfS. So the SDGs can contribute to the development of global access to early childhood education, and engagement with a broad definition of sustainable development can help to shape visions of early childhood education.