Contexts of education and upbringing in early childhood are today strongly characterized by diversity. This publication takes this as an opportunity to discuss theoretical-systematic and empirical approaches to questions of difference as well as various dimensions of difference. The contributions address central lines of difference and practices of difference in the areas of politics, migration, religion, inclusion, disability, language, and gender. Issues and fields of action in childhood education require a more nuanced approach that can distinguish between normative, practically realized, and constructed diversities.