Fostering Diversity, Equity, and Inclusion Through Diverse Children’s Literature: A Qualitative Study to Examine Teacher Readiness for the Early Education Classroom

Abstract

The problem addressed in this study is the need for additional understanding about how early childhood education (ECE) teachers, equipped with training and perceived readiness, use children’s literature to cultivate diversity, equity, and inclusion (DEI) within ECE classrooms. California’s Budget Act of 2021 launched Universal Prekindergarten (UPK), which expands Transitional Kindergarten (TK) to all 4-year-olds by 2025–26 and ensures access to early learning for children with disabilities. This expansion highlights the need to understand how educators use children’s literature as a tool for engaging young learners and reflecting diverse identities. This study was based on the andragogy adult learning theoretical framework. Semi-structured interviews were conducted with 12 early childhood educators. The data indicated that readiness to use children’s literature for DEI varied, with most educators seeking more resources and support. Challenges included insufficient literature options, minimal developmentally appropriate materials, and political pushback. This research revealed significant gaps in preservice and in-service training on integrating DEI through children’s literature. Insights from this study will inform the development of new training modules and resources, which will enhance professional development offerings to support teachers in creating equitable learning environments. Addressing these gaps will ultimately build a more inclusive and just educational landscape in California’s Orange County and beyond.