Professional learning is considered essential for early childhood teachers, and is frequently associated with childhood outcomes and dominant constructs of quality which perpetuate neoliberal ideals and position early childhood teachers within a framework of rationality, privileging discourses of masculinity and power. By engaging with feminist new materialist perspectives, with the concept of 'movement', and with the theory-practice of the educational project of the city of Reggio Emilia, Italy, this paper extends understandings of professional learning to include nonhuman others as worthy interlocutors, and puts forth an invitation to welcome unease and an aesthetic-ethical-political stance in early childhood education. To complicate normative conceptions of professional learning, fragments from a project that used pedagogical documentation and dialogue to transform children's relations with waste are presented. These fragments elucidate how professional learning in early childhood education might be aesthetically-ethically-politically conceptually grounded and practiced. The conclusions presented are neither simple nor linear; rather invitations are offered to problematise, to avoid being satisfied with overt, dominant and linear constructs, and to welcome uncertainty in worldly relations.