Abstract: Eco-aesthetic education for children is based on eco-aesthetic, where ecological principles are elevated to aesthetic ones. Through eco-aesthetic practices, children’s eco-aesthetic emotions are nurtured, and their ecological aesthetic perception, appreciation, and creativity are enhanced. The goal is to instill in children the fundaments of eco-aesthetic education so that a poetic quality for human beings is achieved ultimately. Process aesthetics proposed by WHITEHEAD, as a form of eco-aesthetic that combines ecology and aesthetics, deeply aligns with eco-aesthetic education for children. It, therefore, becomes the theoretical basis for eco-aesthetic education for children. Guided by process aesthetics, eco-aesthetic education for children should follow the aesthetic principles of harmony, concreteness, emotion, practice, adventure, interaction, and conformity. Therefore, a trinity of kindergarten, family, and society can be explored and formed in practice.