Parents’ understandings of difference through an anti-bias education lens: a qualitative case study in early childhood

Parents influence children's self-perception and how they perceive similarities and differences among other people. This study explored parents’ understandings of anti-bias education (ABE), children's differences, and discrimination in early childhood. A qualitative case-study design was employed with 30 parents whose children attended a public preschool in Türkiye. Data were collected through semi-structured interviews and analyzed using inductive content analysis. The findings revealed three overarching themes. First, parents primarily conceptualised anti-bias education in terms of equality, acceptance, and non-discrimination rather than its broader emphasis on identity, diversity, and social justice. Second, children's differences were predominantly interpreted through developmental characteristics, while cultural and social dimensions of diversity received comparatively less attention. Parents also tended to describe their children's differences in positive terms, emphasising individual strengths and personal characteristics. Third, discrimination was largely perceived as an interpersonal issue, with communication, emotional support, guidance, and collaboration with teachers emerging as the most frequently reported responses. By foregrounding parents’ perspectives, this study extends the anti-bias education literature, which has, so far, predominantly focused on teachers and classroom practices. The findings highlight the importance of strengthening family–preschool dialogue around diversity and anti-bias principles.