Research aims The overarching theme of this study concerns the issue of diversity and diversification of pedagogic practices that promote social integration. The research aims are to connect the instructional practices at work on a local level to issues of diversity management and social integration on a societal level.  Theoretical framework A curriculum theory perspective is applied to the research design, data production, analysis and findings. Two pedagogical models and modes from Basil Bernstein’s pedagogical theory are applied to the data analysis and interpretation of results. These models vary in degree and form. In application these models have different theoretical bases that construct pedagogic identities for future educations, careers, and social life. Methods This is an ethnographic study of early childhood education and care (ECEC). Participant observations were carried out at three different sites for a period of 21 days and a total of 70 hours of observations at each site. The data production consists of field notes and teacher interviews. This data has been analyzed with the aid of NVIVO software program for qualitative data. Results The results indicate a predominance of instructional strategies within competence models and modes in ECEC. Performance models and modes do exist, but are much more infrequent and sparsely inserted into an overall tendency towards the competence model and liberal/progressive mode. Both models promote social diversity and social integration in the instructional discourse, but do so in two distinct and separate ways. Competence models and modes utilize social difference as a knowledge source and as a means of learning about different kinds of learning objectives. In the competence model diversity is apparent in both the learning objective and in the transmission of knowledge. Performance models on the other hand downplay or underutilize difference and variations of the acquirers. Difference and diversity of acquirers’ comprehension is not utilized as a resource. Performance models can include knowledge about diversity by this is relayed to the acquirer with more explicit control, uniform and restricted transmission. Competence models promote social integration by way of knowledge and experiential learning of diversity as a social practice. Performance models tend to convey knowledge about social diversity, but without diversification of the transmission and acquisition of the knowledge process.   Relevance to Nordic education  Sweden and Scandinavian preschools are at the forefront of social integration. Preschool is the first step into the educational system and one of the first meeting spaces for newly arrived children and families. This study highlights and emphasizes the necessity of knowledge about diversity and diversification of pedagogical practices that can not only sustain, but also utilize social difference and diversity as unifying force and source of inspiration for knowledge development.