In this part of the symposium, we will present the quantitative analysis of the survey data collected for the Erasmus+ project 'Anti-Bias Education for Early Childhood Teachers: Learning Through Video Coaching' (ABC4T). The survey included early childhood educators, teacher assistants, school leaders, students of ECE university programs, and other professionals from five countries: Austria, Belgium (Flanders), Norway, Poland, and Spain. The aim of the survey was to explore how early childhood educators work with and understand diversity in classrooms, and how they assess their practice in relation to anti-bias education. In particular, we asked the respondents about what needs they have regarding: (1) knowledge development in key diversity-related subjects (e.g., cultural, religious, gender, (dis)ability, neurodiversity); (2) practical issues, such as the use of inclusive language, teaching children to recognize and respond to unfairness and to value diversity, as well as discussing diversity and bias with parents and colleagues; (3) educational, social and policy resources that would help them organize conversations or activities about diversity and anti-discrimination in ECE. The survey draws on conceptual frameworks (e.g., Derman-Sparks et al., 2020; Gawlicz et al., 2015) that inform our approach as an international team, and is in keeping with previous research on educators’ needs in this field (Banko Bal & Akman, 2024; Moses, 2024). Our presentation will highlight the results by country and by selected characteristics of respondents. We will also discuss methodological issues that we encountered during the study design and data collection phases, such as linguistic and conceptual aspects (cultural adaptation of the instrument) across the participating countries. Moreover, since the study is intended as applied research, we will also link the results to the overall practical objectives of the ABC4T project, namely, the design of the professional development program. Overall, in most countries, only about one-fifth of respondents indicated having received professionalization related to diversity and anti-discrimination (Norway being an exception, with two-thirds indicating so). The vast majority in each country were interested in learning more about this field. Cultural diversity was among the top three most frequently selected topics of interest in all countries, alongside diversity in (dis)abilities or neurodiversity, linguistic or religious diversity, and diversity in family compositions. On more specific and practical matters, apart from the need for concrete teaching materials, the respondents showed a particular interest in learning how to discuss diversity with children, teach them skills to value diversity, and recognize and respond to unfairness.

Banko Bal, Ç., & Akman, B. (2024). The impacts of culture and diversity considering anti-bias education: preschool teachers’ views and needs. International Journal of Early Years Education, 33(3), 610–628. https://doi.org/10.1080/09669760.2024.2414995 Derman-Sparks, L., Olsen Edwards, J., & C. M. Goins. (2020). Anti-Bias Education for Young Children and Ourselves. National Association for the Education of Young Children. Gawlicz, K., Rudnicki, P., & M. Starnawski (eds.). (2015). Dyskryminacja w szkole – obecność nieusprawiedliwiona. O budowaniu edukacji antydyskryminacyjnej w systemie edukacji formalnej w Polsce [Discrimination at school – unexcused presence: on building anti-discrimination education in the system of formal education in Poland]. Towarzystwo Edukacji Antydyskryminacyjnej. Moses, J. (2024). Better Together: Expanding Ideas of Anti-Bias Education Through Early Childhood Educator Professional Development [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1720385886635321