Analyzing Children’s Picture Books Through JEDI (Justice, Equity, Diversity, and Inclusion) Conversations in an Early Childhood Teacher Preparation Program

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Mirrors, Windows, Sliding Glass Doors: Critical Approaches in ECE (Early Childhood Education) to Counter-Stories, Language, and Literature (Table 14)

Abstract

Preparing early childhood preservice teachers to think critically about how children’s picture books can help young children better understand and learn about Justice, Equity, Diversity, and Inclusion (JEDI) oriented issues around them is critical. This research study focuses on how teacher education programs can prepare pre-service teachers to critically analyze and utilize children’s picture books to foster JEDI oriented conversations with their young students. Findings of this study signal that pre-service teachers need continuous and in-depth support to master the ability to analyze children’s books and evaluate their relevance to their young students' sociocultural lives and JEDI oriented issues. This study has implications for teacher education programs, teacher educators, and pre-service teachers.

Authors

• Aura Yarenis Perez-Gonzalez, California State University - Long Beach

• Mari Riojas-Cortez, California State University - Channel Islands