This study addressed the host of a professor of early childhood education about these cultural experiences that children manifest in the classroom. Among the topics discussed are discussions about early childhood education and its plural character, passing by its historical process of emergence, and national public policies that govern it. also covered some conceptions of childhood in which this work is buoyed. All the theoretical course was given on the premises of the Historical-Cultural Psychology and some contributions of Paulo Freire. The overall objective of this study was to investigate as a kindergarten teacher welcomes classroom cultural experiences presented by his students. This was a qualitative research, with use of the ethnographic method, which resulted in conducting on-site observations in a Municipal School of Early Childhood Education of the City of Uberlândia-MG, as well as interviews with members of the teaching staff and the families of children. Among the results found and analysis, we realized that the host of childhood experiences happens, however, narrowly and undemocratic due to different types of engessamentos, including: inflexibility of the curriculum of early childhood education; inflexibility of creative activity and play activities; and finally, an inflexibility regarding the selectivity of the host. These engessamentos demonstrated that the host of the children's cultural experiences there, however, he gives undemocratic, unsystematic and rigidly within the context studied.