The aim of this study was to obtain new information about the diversity
of everyday activities and social relations among children with special
education needs (N = 145) in Finnish early childhood education and care
(ECEC) units. In this research children´s daily activities, involvement,
target of attention and social relations during play and other social
activities in different groups formed according to children’s special
educational needs are investigated. Results revealed that children with
problems in self-regulation and children with major disabilities spent
less time with peers and in various social activities than children with
developmental language disorder and children without special education
needs. The results suggest that inclusive practices are still only under
development within the Finnish ECEC units. Practical implications of
the results concerning ways to support children’s equal participation in
daily activities in early childhood education and in building peer
relationships, regardless of the amount of needed support are discussed.