The impacts of culture and diversity considering anti-bias education: preschool teachers’ views and needs

Abstract

ABSTRACT The contemporary early childhood education environment is characterised by greater diversity among children, necessitating a sensitive approach to addressing these differences. This study aims to examine preschool teachers’ perspectives on the impact of their backgrounds on differences in anti-bias education (ABE) and their needs to adapt to these differences. This qualitative study was a case study, employing a nested single-subject design. The data were obtained via surveys and subjected to content analysis. A total of 54 preschool teachers participated in the study, selected through the convenience sampling method from seven regions of Turkey. The findings indicated that teachers operating within a cultural milieu analogous to their own demonstrated a greater capacity to adapt to both the children and their families. It was more straightforward for them to prepare their educational processes and environment. Furthermore, it was identified that participants require training in ABE for the purposes of personal and professional development. Ultimately, adaptations were made to learning processes and environments in response to differences, particularly in the case of children with disabilities. The findings of this study highlight the significance of cultural and diversity factors on teachers’ personal and professional growth.