Australia lags behind other linguistic and culturally diverse countries in policy direction and approaches to early multilingual education, despite well-established research documenting the intellectual, linguistic, sociocultural, familial and economic benefits of multilingualism in the early years. This is evidenced by the absence of a national policy framework that addresses early multilingual education in Australia, and the relatively limited attention given to research on the role of early childhood education in supporting and extending children's home languages. Within this context, using data from a larger study on early multilingual education, this article builds on empirical data from interviews with four educators representing two early childhood education settings. This article aims to examine the educators' perspectives of their settings' policy and practice, in the absence of broader curriculum frameworks, regarding their role in extending children's home languages. Despite this policy gap, the authors explore how these settings facilitated the diverse linguistic and cultural assets of children and families by supporting and extending children's home languages. Drawing on Bourdieu's framework of social practice, they examine various pedagogical approaches implemented at the settings that validated children's multilingualism, and explore the range of opportunities afforded to multilingual children in using their home languages at the settings. The findings reveal that despite the educators' well-developed understandings of the benefits of early multilingualism, there is some confusion regarding appropriate pedagogical approaches for multilingual support in early childhood education.