Diverse books for diverse children

Building an early childhood diverse booklist for social and emotional learning

Bibliographic Data

ID21722154
AuthorsRhoda Myra Garces-Bacsal (0000-0003-4839-9084, United Arab Emirates University, United Arab Emirates, corresponding author)
Year2022
Volume22
Issue1
Pages66-95
Publication date2022-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Early Childhood Literacy (JOURNAL)
Journal identifiersISSN: 1468-7984 • E-ISSN: 1741-2919
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/1468798420901856
OpenAlexW3003627149
LanguageEN
Citations received11
References cited33

Research has indicated how diverse books contribute to a more culturally responsive pedagogy, allowing children to identify themselves in the stories they read and gain an appreciation for others whose lives are different from theirs. Moreover, a sensitive discussion of and critical responses to diverse picturebooks is found to positively influence a child’s social and emotional learning competecies, apart from increasing a child’s cultural knowledge and serving as a catalyst for social justice. This paper is meant to broaden early childhood educators’ repertoire of picturebooks that can be used in the classroom to also include international titles (translated into English from their original languages) and multicultural titles to facilitate affective engagement with these narratives and introduce social and emotional learning skills (self-awareness, self-management, social awareness, relationship management and responsible decision-making). This paper provides a list of diverse books (from the Netherlands, Japan, Lithuania, Spain, Germany, France, Argentina – among others) for students in early childhood (from preschool to third grade) thematically organized across the five social and emotional learning competencies. Strategies such as book-bonding and literacy bags for family engagement will be shared while using the framework of culturally responsive teaching in an early childhood setting. Recommendations for how family members can be more involved are included, along with critical literacy strategies that include conversations, multiple perspectives and the sharing of authentic experiences

Developmental psychology · Early childhood · Early childhood education · Linguistics · Literacy · Multiculturalism · Narrative · Pedagogy · Child Development and Digital Technology · Early Childhood Education and Development · Psychology · Reading and Literacy Development

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