Paige Averett, Madison Alexander, Anne Ticknor, Archana V Hegde, Lanie Philips Holmes
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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 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.
期刊介绍：
Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.
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