Abstract
Inclusive education is premised upon notions of fairness, rights, and social justice — arguably central aspirations of early childhood education in Aotearoa/New Zealand. Inclusive early childhood settings are ones in which diversity is valued and where everyone's contribution is equitable. However, there remain questions about the extent to which this vision is being realised. This article looks critically at the impact of language and actions on diverse groups in early childhood education and discusses subtleties in experiences of ‘difference’. The authors interrogate diversity and consider inclusion from their research and personal perspectives of sexualities, disability, gender, biculturalism, multi-ethnic diversity, and class. As advocates for inclusive policy and pedagogy, the authors draw on their own and others' research and experience to explore diverse perspectives of inclusion. In so doing, the authors are able to examine exclusionary and inclusionary practices, and consider the impact that their language and actions can have on individuals and groups with whom they work. Consequently, the authors are able to give some suggestions about how inclusive communities in early childhood education might be created.