The statutory framework for the early years foundation stage seeks to ensure that children develop knowledge of cultural, social, technological and ecological diversity. This research sought to add to the current body of research into the knowledge, practices and pedagogy used in early years settings in regards to the topic of diversity, by gaining insights into if and how this knowledge is being taught. It also sought to understand how early years settings ensure the participation of children in this learning. Using qualitative questionnaires to collect data and thematic analysis of the data, this research found that 2 early years settings in West Sussex include social, cultural and ecological diversity in their everyday practices and ensure participation using resources, age-appropriate trips and activities and the use of extended dialogues. No data was found that supported the development of knowledge in technological diversity in this research.