Societies of today are becoming increasingly pluralistic. This applies also to the diversity of values and worldviews in Swedish early childhood education and care (ECEC). Still, in the increasingly secular contexts, societal hegemony often fails to include children's home religions and worldviews in the actions and understandings aiming towards inclusiveness. We argue that it is of critical importance to also include the plurality of worldviews in the educational perception of "the whole child" in the care and education taking place in ECEC. The purpose of this article is to connect the discussions in the fields of intercultural and interreligious education, in particular those dealing with the diversity of religions and worldviews, to discussions on care and social sustainability in ECEC. The UN Agenda 2030 for Sustainable Development promotes inclusive and equitable education, and the Convention on the Rights of the Child states children's right to freedom of religion and a concern for the spiritual, moral, and social development. Our previous findings have illustrated the importance of religions and worldviews in the intercultural work within early childhood education, both empirically and conceptually, and as part of the moral core of teaching. This article employs feminist and postcolonial ethics of care as a theoretical lens in elaborating on the three key notions: social sustainability, care, and worldviews. Several discursive challenges that ECEC teachers in Sweden face in their work, to enhance social sustainability by supporting the child's well-being and sense of belonging in the ECEC, have been outlined. To conclude, we bring forth a theoretical and analytical tool for the understanding, researching, and planning of socially sustainable communities of care.