According to Glover, (2001) it “involves creating a community that supports all dimensions of human differences, including culture, race, language, ability, learning styles, ethnicity, family structure, religion, sexual orientation, gender, age, and socioeconomic differences”. The importance of ant-bias education is said to empower children by providing tools that provide them with confidence, self-identity and self-knowledge. Anti-bias education requires both teachers and children to confront issues of difference and not cover them up. It is about a social change, and mindset regarding issues that people are afraid to discuss.
For a number of researchers and early childhood scholars the most avoided topic over a period of time up until now is the argument on young children’s “bias” behavioural tendencies. Most of these well informed individuals who are better placed than most people given their expertise this argument has presented them with a sore point in which many societies make a choice of digging their heads under the soil and therefore encouraging young childrens’ practitioners to focus mainly only on good behaviour in their classrooms and school environment in order to keep the peace, and avoid conflict.
According to an article by Batiste, D. (1998). “A World of Difference®”
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Children learn perceptions that already exist in families, society etc. by default. Such messages and perceptions are contributory factors that get replicated in children 's behaviour from generation to generation. Children do not come into the school environment as a “clean slate”. By the time they enter pre-school or crèche they have acquired previous knowledge and have formed their own self-identity including those whom they are