In this article, the experience of approaching the characterization of afro-descendant, indigenous and functional diversity early childhood, attended by twenty (20) institutions of initial education in Santiago de Cali, is presented.In this action-participation research, the voices of families, teachers, support staff, boys and girls Diversidad y primera infancia: relato de la experiencia del trabajo con maestras, líderes comunitarios, familias, niñas y niños de Santiago de Cali 102 on differential attention and attention to diversity are recognized, through the implementation of participant observations, workshops with teachers and educational agents, family referents and semistructured interviews with the children benefiting from the centers responsible for initial education in the city.Additionally, a documentary analysis of the Operational Plans for Comprehensive Care (POAI) was made.By way of problematization and contribution to the discussion about inclusion in childhood educational contexts, research results are raised, as well as some issues to work for the strengthening of initial education with a differential approach, where it is considered vital for child development, address as a transversal axis the theme of identity and respect for diversity.