Diverse books for diverse children: Building an early childhood diverse booklist for social and emotional learning. (March 2022)

• Record Type: Journal Article
• Authors: Garces-Bacsal, Rhoda Myra
• Is Part Of: Journal of early childhood literacy. Volume 22:Number 1(2022)
• Page Start: 66
• Page End: 95
• Publication Date: 2022-03
• Subjects: Multicultural children's books -- multicultural literacy -- culturally responsive pedagogy -- social and emotional learning -- diverse books; Literacy -- Periodicals; Reading (Early childhood) -- Periodicals; Electronic journals; 372.6
• DOI: 10.1177/1468798420901856
• Languages: English
• ISSNs: 1468-7984

Abstract

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.