The education and care of young children has been rooted in Indian culture as reflected in ancient scriptures and documents, and has continued to be a significant engagement during the pre- and post-independence period and in the contemporary realm of education. Yet, in the present situation, the progress and understanding of early childhood care and education (ECCE) leaves much to be desired. This article offers an analysis of current policy developments in ECCE and their implementation across diverse socio economic settings with the focus on transition from home to preschool. The key issues surrounding cultural and linguistic transitions that accompany a child's introduction into a world outside the home are discussed, drawing on data from an ethnographic study of early childhood thought, policy and practice carried out across four semi-rural and tribal areas in Gujarat, India. (Contains 1 table.)