Windows & mirrors but mostly windows: Early childhood administrators view on diverse books

This qualitative study examined the responses of North Carolina child care center administrators on the role of books and specifically diverse books in children’s lives. Additionally, the administrators provided descriptions of what constitutes a diverse book. Sixty-five administrators from high qua...

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Bibliographic Details
Published in:Journal of early childhood literacy 2024-10
Main Authors: Averett, Paige, Alexander, Madison, Ticknor, Anne, Hegde, Archana V, Holmes, Lanie Philips
Format: Article
Language:English
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Summary:This qualitative study examined the responses of North Carolina child care center administrators on the role of books and specifically diverse books in children’s lives. Additionally, the administrators provided descriptions of what constitutes a diverse book. Sixty-five administrators from high quality child care centers responded to three open ended questions in an online survey. Resulting themes were that books and diverse books provide literacy and learning as well as windows and mirrors. However, there was a stronger focus on the functions that windows provide. Diverse book descriptions focused mainly on race, culture, family structure, and ability but overall the descriptions were very limited in their focus. The findings speak to a need for further training of administrators on diversity and inclusion and the role of diversity in books to enhance children’s development.
ISSN:1468-7984
1741-2919
DOI:10.1177/14687984241291378