Abstract
Culture equates to identity; therefore, the implementation of multicultural literature in the early childhood curriculum is an essential method for securing children’s concept of self and cultural identity. This qualitative study explored the implementation of multicultural literature in early childhood classrooms, and the research included questions pertaining to multicultural literature training, instructional methods, and barriers encountered. The purpose of the study was to answer questions regarding teachers use of multicultural literature in the classroom, how often teachers read multicultural literature and how teachers integrated multicultural literature into instruction. An additional question inquired about what multicultural books titles were teachers reading to students. Early childhood teachers were surveyed to determine the answers to these questions.
Recommended Citation
Wheeler, D., & Hill, J. (2023). Application of Multicultural Literature in the Early Childhood Classroom. Journal of English Learner Education. (15)2.
Retrieved from https://stars.library.ucf.edu/jele/vol15/iss2/5
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
