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This article explores the concept of change in education through an examination of the entangled processes of destruction and creation made visible during a Norwegian kindergarten’s tradition of participating in a cow-slaughter in its local community.  The article offers a methodological exploration, activating the theoretical perspectives of relational ontology, plasticity and critical animal studies. We present the event as a narrative and analyze it through these three perspectives, with special attention paid to unintentional change and change as an ontological concept. The discussion illuminates how children grasped destruction as change through creativity and play, and how ethical complexities are entangled with education, animal-based food production, traditions, play, and research.

Slaughtering a cow in early childhood education: Pedagogic meetings with destruction as change