In early childhood education [ECE] settings, teachers need to be conscious of the diverse learning needs of individual children in their care. Meeting individual needs has roots in the rights discourse which aims to promote human rights, social justice and inclusion, removing barriers that may hinder learning for children with diverse needs (Gordon-Burns, Purdue, Rarere-Briggs, Stark & Turnock, 2012; Mortimore, 2011). As the population becomes more diverse, ECE teachers are challenged more and more in their daily practice. In response to the increasingly diverse needs of young children, teachers are continually trying to incorporate inclusive practice (Macartney, 2012; Moffat, 2011). However, for various reasons, some ECE settings may find this difficult and this may be due in part to society's negative attitude towards difference (Macartney, 2012). Perhaps the biggest challenge teachers face today is dealing with issues of inequities (Christman, 2010). We propose that education be more focused on promoting an understanding of diversity and difference where educators understand each individual learner. In promoting social justice, strong advocacy is called for to meet individual needs in early childhood settings. Through a framework of inclusive education, this article discusses some existing challenges and presents ideas on how early childhood teachers could promote equity and social justice in their settings.