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Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education.

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Title: Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education.
Authors: Adams, Brittany1 (AUTHOR) bmadams8@ua.edu, Wilson, Nance S.2 (AUTHOR), Patterson, Katherine A.1 (AUTHOR)
Source: Early Childhood Education Journal. Oct2025, Vol. 53 Issue 7, p2465-2475. 11p.
Subject Terms: *Censorship, *Nonfiction reading materials, *Teaching methods, *Early childhood education, Social justice, Collective action, Social change
Abstract: This study explores award-winning nonfiction picture books from the last ten years (2013–2023) that feature collective action for social justice in early childhood education. Drawing from a critical content analysis of Orbis Pictus and Sibert Book Medal winners, we spotlight four books that showcase historical models of collective action. These texts challenge societal norms, inviting discussions on equity and fairness. Utilizing the Recognize, Ask, Do (ReAD) framework, we propose instructional strategies to equip educators in addressing unfairness and promoting collective action. Amid concerns of censorship, we empower educators to integrate quality literature that cultivates socially just mindsets. By emphasizing texts that promote collective action and social transformation, this study contributes to the discourse on equity and inclusivity in early childhood education, laying the groundwork for a more just society. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Catalysts for Change: Exploring Collective Action for Social Justice through Nonfiction Picture Books in Early Childhood Education.
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  Data: <searchLink fieldCode="AR" term="%22Adams%2C+Brittany%22">Adams, Brittany</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bmadams8@ua.edu</i><br /><searchLink fieldCode="AR" term="%22Wilson%2C+Nance+S%2E%22">Wilson, Nance S.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Patterson%2C+Katherine+A%2E%22">Patterson, Katherine A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Oct2025, Vol. 53 Issue 7, p2465-2475. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Censorship%22">Censorship</searchLink><br />*<searchLink fieldCode="DE" term="%22Nonfiction+reading+materials%22">Nonfiction reading materials</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+action%22">Collective action</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink>
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  Label: Abstract
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  Data: This study explores award-winning nonfiction picture books from the last ten years (2013–2023) that feature collective action for social justice in early childhood education. Drawing from a critical content analysis of Orbis Pictus and Sibert Book Medal winners, we spotlight four books that showcase historical models of collective action. These texts challenge societal norms, inviting discussions on equity and fairness. Utilizing the Recognize, Ask, Do (ReAD) framework, we propose instructional strategies to equip educators in addressing unfairness and promoting collective action. Amid concerns of censorship, we empower educators to integrate quality literature that cultivates socially just mindsets. By emphasizing texts that promote collective action and social transformation, this study contributes to the discourse on equity and inclusivity in early childhood education, laying the groundwork for a more just society. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10643-024-01755-0
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      – Code: eng
        Text: English
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        StartPage: 2465
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      – SubjectFull: Censorship
        Type: general
      – SubjectFull: Nonfiction reading materials
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Early childhood education
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      – SubjectFull: Social justice
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      – SubjectFull: Collective action
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              Text: Oct2025
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