This article, in its theoretical nature, discusses notions such as childhood, children, multitude and experience, in order to consider a kind of early childhood education in which educational routine enables the practice of childhood to happen. The article rebuilds a path on which childhood and children are perceived according to a single particular notion. Towards the ending of the analysis, the plural character involved in the notions of child and childhood is considered.The theoretical framework for the analysis was based on the propositions of Deleuze, Guattari and Agamben, among others. Their views place childhood in a multiple temporality rather than in a single temporality which is determined by historical and psychological perspectives both based on chronological and succession levels. By stating that childhood is crossed by experiences, inventiveness and unreasonableness, our proposal is about thinking of a different kind of education, which leans towards the multitude.
early childhood education; different kinds of childhood; multitude; experience; difference