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Early childhood teachers (N = 252) completed a survey that reflected their beliefs of importance and their perceived skill levels regarding a curriculum that is multicultural and antibias (CMA). Thirty of 252 early childhood teachers were selected for classroom observations followed by teacher interviews to examine the relationship between teachers' beliefs of importance, perceived skill levels, and observed teaching practices regarding the implementation of a CMA. The results indicated that early childhood teachers perceived a curriculum that is multicultural and antibias as high in importance and perceived their skill levels as moderate. Although early childhood teachers perceived a CMA as high in importance and perceived their skill levels as moderate, their professed beliefs and skill levels were not correlated with their observed teaching practices. Early childhood teachers with more heterogeneous classes were found to be more likely to demonstrate classroom practices of a curriculum that is multicultural and antibias. Implications of findings and directions for future research are discussed.

Teacher beliefs and classroom practices regarding a curriculum that is multicultural and antibias