Abstract

The purpose of this article is to investigate representations of diversity in books included in early childhood classroom libraries. The authors hope to contribute to ongoing, critical conversations in the field by providing preliminary baseline data that verify and underscore the need for increased critical attention toward the books selected for inclusion in classroom libraries. This content analysis explores issues related to representations of diversity in classroom libraries, providing practical solutions for teachers seeking to diversify their classroom book collections.

Keywords: Childrens Literature, Cultural Pluralism, Early Childhood Education, Classroom Techniques, Libraries, Reading Materials, Content Analysis, Religion, Gender Differences, Chronic Illness, Disabilities, Second Languages, Literary Genres, Self Concept, Social Class, Socioeconomic Status