Walking, reading, and storying the land has been embedded in Indigenous ways of knowing for generations (Bang & Marin 2015; Durie, 2004; Penetito, 2009). In formal education settings, these processes have been used to generate children's understandings about history, science, and the natural world (e.g., Bang & Marin, 2015) and to foster connections with literature, art, music, and dance (Barajas-Lopez & Bang, 2018). This project explored the affordances for young children in education settings of regular walking, reading, and storying the land with community members for developing relationships with land and with people. Storying the land is described as communicating meanings, feelings, ways of being, including storytelling. The team used a design-based research methodology in a community kindergarten, a state kindergarten, and a kohanga reo (early childhood education class that are conducted in Maori) that made regular haerenga (trips) to meaningful local places to analyse developing sensibility, knowledge, and relationships with land and with people as part of experiencing the meaning of democratic participation. They also analysed pedagogical strategies that, within this process, promote integration across the curriculum and strengthen valued dispositions as "citizens of the world" and characteristics of being an educated person who is ready, willing, and able to be an active participant in Aotearoa New Zealand.