Conference Agenda

This is a systematic literature review about anti-bias education research in early childhood education (ECE). Previous research indicates that young children can already recognize racial differences and show race-based preferences (Dunham et al., 2013; Escayg, 2019; Slobodin et al., 2023). Studies underline the importance of creating awareness of anti-bias ECE and emphasize early interventions to challenge harmful racial biases and encourage positive and inclusive attitudes (Beneke et al., 2019; Majid et al., 2021; Slobodin et al., 2023). Research shows that children between ages 0 and 6 are especially receptive to new concepts and are actively developing their understanding of the world (Putra, 2024). Therefore, introducing ideas such as anti-bias education early in life could be essential, as it seems that it has possibilities to help children to grow into adults who are inclusive and attentive to diversity (Derman-Sparks, 2020; Putra, 2024; Slobodin et al., 2023). The goal of anti-bias education is to develop a learning environment in which all children experience a sense of security and belonging while being supported in the development of their identities (Derman-Sparks & Edwards, 2019).

Anti-bias education contributes to equity in early learning environments (Derman-Sparks, 2020; Escayg, 2020). However, we do not have a comprehensive understanding on the state of the current research on anti-bias education research in the field of ECE. Even so, there are some previous systematic literature reviews focusing on particular aspects of anti-bias education, such as anti-bias interventions (Slobodin et al., 2023), anti-bias education values (Putra, 2024) and anti-racist elements (Majid et al., 2021). The earlier studies provide evidence that targeted intervention strategies, such as perceptual individuation training, diverse media exposure, mentalizing interventions, and interactions with people from different racial or ethnic backgrounds, can reduce racial and ethnic biases among children (Slobodin et al., 2023). Similarly, Putra (2024) highlights that specific pedagogical methods, including creative activities, storytelling and games, can help children understand complex social concepts and build inclusive attitudes. Putra’s review (2024) shows that putting anti‑bias education into practice still faces challenges, for example limited resources, a lack of knowledge, and not enough training for educators, especially in places with low awareness of diversity and equality. Majid et al. (2021) further expand the picture by showing that successful anti‑racist education depends not only on classroom practices but also on broader administrative structures, policies, partnerships, and professional training and tools.

Taken together, these studies show that anti-bias approaches in ECE have potential to contribute positively on children’s lives. Research consistently shows that young children are highly receptive to learning about identity, fairness, and diversity, and can benefit from well‑designed interventions (Derman-Sparks, 2020; Putra, 2024; Slobodin et al., 2023). Despite these encouraging findings, literature also points out significant challenges. Many educators lack sufficient training, resources, or institutional support to implement anti‑bias education effectively (Gaias, 2022; Majid et al., 2021; Putra, 2024). Also, studies show that successful anti-bias education requires critical self-reflection from educators (Husband et al., 2022). Awareness of diversity, equity, and anti‑racist principles varies widely across contexts (Putra, 2024), which can shape both the readiness and the willingness to adopt such approaches. In addition, the existing studies typically focus on specific aspects, rather than offering a comprehensive view of how anti‑bias education functions in everyday ECE settings. More research is crucial since there is currently no holistic synthesis of what is known about anti‑bias education in ECE. The aims for this systematic review are to identify and analyze the research methods that are used to investigate anti‑bias education in ECE and to examine how anti‑bias education has been conceptualized within ECE research, and to determine which dimensions require further empirical exploration.