This paper outlines the theoretical foundation of a skill enhancement programme in early childhood settings which follows the ideas of the Anti-Bias approach. A focal point of the concept is to acknowledge the connection between societal, structural and individual biases. It challenges those biases and assists educators in improving their competences to promote diversity. The paper describes the history of the transfer of the Anti-Bias approach across?three different international contexts. An empirical study is then introduced which is based on the combination of a document analysis and expert interviews of those who facilitate the concept. The findings reveal that developing competences in reflecting the individual self and professional actions are key methods, and they entail implications for concepts of enabling educators to support inclusion. Those implications as well as input on dealing with diversity in Germany are outlined. (Contains 9 notes.)