Contemporary changes in many societies can be understood by the term mediatization (Krotz 2001). Media education needs to consider the mediatization of young children’s life, not least because children’s adaption of families’ dominant media cultures (like digital culture, print culture etc.) is closely connected to inclusion and exclusion. The inclusion and exclusion of children can be reflected with the theory of media-related habitus (Swertz/Kern/Kovacova 2014). Because the development of the media-related habitus starts in early childhood, media education in early childhood becomes important for children’s inclusion. Despite its relevance for inclusion, empirical data show the subordinate role of media education in comparison to other educational fields. The research project presented at the ECER takes the role of media education in different curricula for kindergarten teachers into account. Since curricula were hardly researched, the status of media education in comparison to other fields of early education in curricula for kindergartens and the professional training of kindergarten teachers is investigated. Methods: The Kindergarten curriculum for Austria, curricula for vocational schools with higher education entrance qualification and curricula for study programmes of early education are analyzed by a quantitative content analysis (Swertz 2015). The results of the curriculum analysis are contextualized with best practice examples from an actions research project in kindergartens. Expected Outcomes: The presentation contributes to an international comparison of media education in curricula for kindergartens and the professional training of kindergarten teachers in Germany and Austria. Suggestions for the design of professional training programs and kindergarten curricula are derived from this.

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