The present dissertation attempts to approach the concept of “otherness” and its various types in the revised pilot curriculum of Early Childhood Education. The research interest focuses on whether the modern kindergarten recognizes, accepts and highlights diversity as an element of enrichment of the educational process, including in equal terms the language, the values, the skills, the experiences and the knowledge of the “different” students. The emphasis is given to the way in which “otherness” and “other” are perceived, to the knowledge that surrounds these notions, to the emergence of the diversity in the whole curriculum, and to the enrichment of the school knowledge and the educational process with different cultural and social elements. Thus, a theoretical approach to these issues is attempted, with the socio-cultural dimension of diversity being the main feature.