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This research project addresses the tension between the forces of inclusiveness and belonging in the context of early childhood education. The principle of inclusiveness emphasizes the ability of different people to interact with each other so that everyone would experience equality, inclusion and belonging. However, it is not natural and easy for a person to experience belonging with everyone. Most naturally, a sense of belonging arises with people who think alike, like similar things, feel outwardly familiar, etc. It is problematic if the concept of belonging is not recognised, and in the name of inclusive early childhood education, the aim is to act as if the forces of belonging do not exist. However, it is equally problematic if one does not understand that identity and self are enriched precisely by being in contact with ‘others’ and their thinking that feels foreign to one's self. In this study, we analyzed group discussions and interviews that have been produced by municipal decision-makers, early childhood education leaders, ECE center leaders, ECE teachers and special education teachers, and caregivers. The research is based on an ontologically and epistemologically narrative approach. In discussions and interviews, we look not only for the tensions between belonging and inclusiveness, but also for the expressions in which that tension is broken. With our research, we want to participate in the discussion, especially in early childhood education, by making visible the challenge of striving for inclusiveness and leading an inclusive operating culture.