In this part of the symposium, we present a scoping review of empirical research on video-based guidance as a form of professional development in Early Childhood Education and Care (ECEC). While video-based professional development is well established within school-based teacher education, its use in ECEC remains comparatively underexplored. At the same time, increasing diversity in European early childhood settings has intensified the need for professional learning approaches that support educators in reflecting on implicit beliefs, everyday interactions, and pedagogical practices related to inclusion and anti-bias education. In particular, the analysis focuses on: (1) the theoretical frameworks and concepts underpinning video-based guidance, including reflection, dialogic learning, and professional vision; (2) practical and methodological features of video-based approaches, such as forms of facilitation, degrees of structure, and modes of interaction (individual versus collective); and (3) the role of video as a mediating resource for making tacit, relational, and often taken-for-granted aspects of pedagogical practice visible for analysis. Across the reviewed studies, video is commonly positioned not merely as a tool for documentation, but as a catalyst for reflection, stimulated recall, and dialogic engagement with practice (Cherrington & Loveridge, 2014; Lafton, 2019; Soni, 2023). The review identifies substantial variation in how video-based guidance is framed and enacted. Some studies emphasise dialogic, relational, and collaborative processes that foreground educator agency and collective meaning-making (Cherrington & Loveridge, 2014; Lafton, 2019), while others rely more strongly on structured feedback models, predefined criteria, or expert-led facilitation (Ostrosky et al., 2013; Figen et al., 2024). These differences point to underlying assumptions about professional learning, guidance, and reflection, and raise methodological and ethical questions concerning the transfer of school-based video coaching models to ECEC. As applied research, this scoping review is closely connected to the overall objectives of the Erasmus+ project Anti-Bias Education for Early Childhood Teachers: Learning Through Video Coaching (ABC4T). By mapping conceptual and methodological tendencies in existing research, the paper informs the design of a professional development program that uses video coaching to support early childhood teachers’ learning in relation to diversity, inclusion, and anti-bias education, and contributes to the second session of the symposium, which focuses on video coaching as a key approach to strengthening teachers’ anti-bias competences.

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