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What Does Your Library Say about Your Neighborhood? Designing Cultural and Diverse Libraries Inspired by 'Mister Rogers' Neighborhood'

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Title: What Does Your Library Say about Your Neighborhood? Designing Cultural and Diverse Libraries Inspired by 'Mister Rogers' Neighborhood'
Language: English
Authors: Kathleen I. Harris (ORCID 0000-0001-9490-5780), Maria Blasioli
Source: Early Childhood Education Journal. 2026 54(1):451-460.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Libraries, Neighborhoods, Library Development, Instructional Materials, Diversity, Culturally Relevant Education, Picture Books, Reading Material Selection
DOI: 10.1007/s10643-024-01838-y
ISSN: 1082-3301
1573-1707
Abstract: Through "Mister Rogers' Neighborhood," Fred Rogers fostered fundamental dispositions that young children would need in their futures, including respect for the unique human qualities of others, cultivating positive peer relationships, and a heart for kindness and empathy. Fred Rogers gave his audience grace and hope to celebrate the curiosities of daily life. A small pilot study was conducted to encourage teachers to understand the importance of including a diverse range of reading materials in their classroom libraries by introducing "Mister Rogers' Neighborhood." Findings from the study demonstrates dispositions and qualities on how Fred Rogers provided children with a neighborhood that understood diversity and culturally responsive teaching for all children. Teachers can encourage culturally responsive teaching by reading and providing picture books from a classroom library that encourages conversations, sharing, and interactions with peers. Therefore, the pilot study also questions teacher bias when including picture books that may be criticized for being allowed and available to children to read in classroom libraries. Each teacher has a role to play in building neighborhoods of their own in classroom libraries. "Mister Rogers' Neighborhood" has a place in democratic living skills training for teachers to nurture the affective and social lives of young children.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503824
Database: ERIC
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  Value: <anid>AN0191072501;5mx01jan.26;2026Jan27.05:19;v2.2.500</anid> <title id="AN0191072501-1">What Does Your Library Say About Your Neighborhood? Designing Cultural and Diverse Libraries Inspired by Mister Rogers' Neighborhood </title> <p>Through Mister Rogers' Neighborhood, Fred Rogers fostered fundamental dispositions that young children would need in their futures, including respect for the unique human qualities of others, cultivating positive peer relationships, and a heart for kindness and empathy. Fred Rogers gave his audience grace and hope to celebrate the curiosities of daily life. A small pilot study was conducted to encourage teachers to understand the importance of including a diverse range of reading materials in their classroom libraries by introducing Mister Rogers' Neighborhood. Findings from the study demonstrates dispositions and qualities on how Fred Rogers provided children with a neighborhood that understood diversity and culturally responsive teaching for all children. Teachers can encourage culturally responsive teaching by reading and providing picture books from a classroom library that encourages conversations, sharing, and interactions with peers. Therefore, the pilot study also questions teacher bias when including picture books that may be criticized for being allowed and available to children to read in classroom libraries. Each teacher has a role to play in building neighborhoods of their own in classroom libraries. Mister Rogers' Neighborhood has a place in democratic living skills training for teachers to nurture the affective and social lives of young children.</p> <p>Keywords: Library; Diversity; Inclusive; Picture books; Teacher bias; Fred Rogers</p> <p>Copyright comment Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</p> <p>Elijah couldn't wait for his first day of kindergarten. During Meet the Teacher Day, he noticed the classroom library had bean bag chairs! Elijah was excited to read a book in the soft blue chair tomorrow. The next day, he walked into the classroom and sat in the library to see his friends reading. The children laughed and pointed to the characters in the book, saying, "This looks like my mom!" and "My dad loves to grill burgers and hot dogs!" Elijah rummaged through the books, looking for a story that resembled his family, but found no books with Black characters. As he watched his friends share memories, stories, and laughs, he became discouraged from reading. Why weren't there books about his family? Why couldn't he relate to the stories? Why was he starting to feel like he didn't belong?</p> <hd id="AN0191072501-2">Introduction</hd> <p>What makes a neighborhood special? Outdoor activities such as walking and jogging; recreational activities such as a playground, library, and park for playing soccer, basketball, and baseball; proximity to shopping centers, doctors, places of worship, and restaurants; a family-friendly atmosphere where everyone helps each other; and the availability of community helpers for overall well-being, including medical and safety needs. In a sense, each classroom can be its own neighborhood and class community. Belonging to a classroom community is just as important as belonging to a neighborhood where everyone collaborates, negotiates, and supports one another. Children model respectful language and follow the rules designed for safety. Teachers involve children in the classroom community by listening to and documenting children's interests. A strong bond is formed because everyone values each other and their ideas and opinions. Inspired by the work of Fred Rogers, the article will highlight a small pilot study addressing ways in which diverse libraries can provide parallel benefits to diverse neighborhoods while respecting and supporting diversity.</p> <hd id="AN0191072501-3">Neighborhood Classroom Library</hd> <p>Young children come from diverse backgrounds and celebrate different religions, cultures, holidays, traditions, and family lifestyles. When children see their lifestyles represented in the classroom, especially in books and educational materials, they feel like they belong to a community. A classroom "is a place where all children—no matter their culture or ethnicity—can feel comfortable being themselves" (Wanless & Crawford, [<reflink idref="bib61" id="ref1">61</reflink>], p. 9). Without this feeling, children wonder if they are safe, cared for, and belong. When a young child starts school, the teacher provides a library for the class to visit and use throughout the day.</p> <p>A classroom library allows students to read, learn, and grow in a designated classroom area. Classroom libraries could be considered a neighborhood with various picture books acknowledging different cultures, values, races, ethnicities, and abilities. One way to bring students' lives into the neighborhood is by using diverse picture books. These books provide stimulating opportunities to start conversations and address race, inclusion, disabilities, gender, and family differences (Wanless & Crawford, [<reflink idref="bib61" id="ref2">61</reflink>]).</p> <hd id="AN0191072501-4">Fred Rogers</hd> <p>Fred Rogers was a neighbor, a friend, and for over thirty years, visited unassumingly with the children of the United States on a television screen. Fred Rogers was best known for his show "Mister Rogers' Neighborhood. Using puppets, he shared with children the basic principles of kindness, compassion, and respect. Each episode of Mister Rogers' Neighborhood opened with a traffic light flashing in yellow caution mode (Hollingsworth, [<reflink idref="bib28" id="ref3">28</reflink>]). This was a message to slow down. Fred Rogers always had a daily ritual of replacing his dress shoes with sneakers and his suit jacket with a cardigan sweater. Fred Rogers wanted children to feel comfortable in his neighborhood and to focus on human connections. This American television host, producer, minister, and writer born in Latrobe, Pennsylvania, USA, taught children how to get along with their friends, feel good about themselves, and cope with their fears. Fred Rogers was a much-loved figure in the United States, and his television show was watched by millions of children and families. Fred Rogers had a commitment to public broadcasting and quality educational programming for all children in the United States regardless of their socioeconomic status. Fred Rogers was dedicated to making the world a better place for children.</p> <hd id="AN0191072501-5">Mister Rogers' Neighborhood</hd> <p>Fred Rogers built his life on the belief that human connection would lead to understanding and, from there, to kindness and generosity (Edwards, [<reflink idref="bib17" id="ref4">17</reflink>]). Rogers possessed one of those rare human qualities: he listened. He called his viewers "neighbors" as he introduced us to his neighborhood for over 30 years (Tuttle, [<reflink idref="bib60" id="ref5">60</reflink>]). The PBS program <emph>Mister Rogers' Neighborhood</emph> combined broadcast technology with deeply ethical values of kindness, respect, understanding, tolerance, and inclusion (Barkley, [<reflink idref="bib3" id="ref6">3</reflink>]). From 1968 to 2001, <emph>Mister Rogers' Neighborhood</emph> captured viewers' imaginations for 865 episodes. Each show began with the song "Won't You Be My Neighbor?" <emph>Mister Rogers' Neighborhood</emph> taught children, young and old, about feelings, emotions, and relationships. He did this in the neighborhood with puppets, special guests, field trips, and gentle instructions on solutions such as making friends, going to the doctor or dentist, going to the hospital, finding out how crayons are made, or mailing a letter (Barkley, [<reflink idref="bib3" id="ref7">3</reflink>]).</p> <p>In addition, <emph>Mister Rogers</emph> gave children time to dream by taking them on a trolley ride through the "Neighborhood of Make-Believe" while educating them about the realities of life and how to find solutions. Mister Rogers understood how hurried children are in all areas of their lives (Hollingsworth, [<reflink idref="bib28" id="ref8">28</reflink>]). The show recognized that learning happens best without the anxiety often imposed by adults (Behr & Rydzewski, [<reflink idref="bib6" id="ref9">6</reflink>]). For example, when Margaret Hamilton was a guest on <emph>Mister Rogers' Neighborhood</emph>, she brought her witch costume from the <emph>Wizard of Oz</emph>. As she dressed up for the camera, Hamilton made it clear to the audience that no witches, not even the Wicked Witch of the West, were real. Rogers ([<reflink idref="bib52" id="ref10">52</reflink>]) believed that all children share certain growth tasks, regardless of where or when they are born.</p> <p> <emph>Mister Rogers' Neighborhood</emph> promoted a peaceful half an hour a day for children and families. Above all, Fred Rogers was committed to fostering a child's joy in their uniqueness. The whole child can find fulfillment in life and bring joy to others (Rogers, [<reflink idref="bib52" id="ref11">52</reflink>]). He believed that one of the best ways teachers and parents can help a child is to read a book with them. By reading aloud to children, adults can help them develop their ear for language and show them how books work. One of Roger's ([<reflink idref="bib52" id="ref12">52</reflink>]) fondest childhood memories was of his parents reading to him every night. Picture books are powerful tools to promote young children's literacy and language skills and their awareness and understanding of different social identities (Kwon & Sun, [<reflink idref="bib32" id="ref13">32</reflink>]).</p> <hd id="AN0191072501-6">Children's Picture Books</hd> <p>Picture books are perhaps the very first form of literature that children come into contact with as part of their literacy comprehension (Columba et al., [<reflink idref="bib12" id="ref14">12</reflink>]). Children's picture books can positively impact their personal development as they find themselves in the story and gain a sense of belonging to their school, community, or home. These books introduce simple and complex concepts to readers at all levels (Columba et al., [<reflink idref="bib12" id="ref15">12</reflink>]). As part of their social-emotional development, a picture book "provides a context for understanding social norms and behavior, helps children learn how to adapt to society, and facilitates [their] development" (Price et al., [<reflink idref="bib48" id="ref16">48</reflink>], p. 564).</p> <p>In addition, students can relate their own personality traits, idiosyncrasies, emotions, feelings, and interests to the characters in the story (Harper, [<reflink idref="bib25" id="ref17">25</reflink>]). Without picture books, students may lose this vital part of their development at such a young age. Reading aloud picture books that accurately and positively portray diverse people and places can promote social justice, raise awareness, and nurture compassion in classrooms (Derman-Sparks et al., [<reflink idref="bib15" id="ref18">15</reflink>]). Picture books are not only for learning to read but also allow students to learn about new cultures and traditions, form friendships, express their feelings, foster identities, and learn to accept those who are different (Price et al., [<reflink idref="bib48" id="ref19">48</reflink>]).</p> <hd id="AN0191072501-7">Diverse Literature</hd> <p>Diversity in books is crucial because it allows readers to see themselves as characters in the story and teaches students about people who are different from them. These diverse picture books can be used in lessons and made available in a teacher's classroom library for students to access throughout the day. Although many kinds of diverse books are on the market, they are not necessarily of high quality or developmentally appropriate for children. When choosing books for children, it is essential that "real people, real situations, and authentic illustrations be depicted since they are perceived as meaning-making symbols" (Harper, [<reflink idref="bib25" id="ref20">25</reflink>]). Students read these picture books or have them read to them and believe in the stories, messages, and actions of the characters in the book.</p> <p>Furthermore, researchers have often claimed that these picture books serve as "windows" for children to explore the lives of various groups (Harper, [<reflink idref="bib25" id="ref21">25</reflink>]). Sliding glass doors, windows, and mirrors describe the diverse books students are represented in and read. The windows refer to the imaginable world—the world readers imagine when reading a story. A sliding glass door allows readers to walk through it and into their imaginations. Mirrors allow readers to reflect on and see their own lives and experiences in picture books (Bishop, [<reflink idref="bib8" id="ref22">8</reflink>]). Each time a child picks up a book to read, they look for themselves in the stories or for parts of the stories that they can relate to their own lives. What does that say about their lives if they do not have these moments in the story to relate to? What does that say about their place in society? If children cannot recognize themselves in the books they read or if the illustrations they see in picture books are distorted, negative, or laughable, they are learning a prevailing lesson about how they are devalued in society (Bishop, [<reflink idref="bib8" id="ref23">8</reflink>]). Table 1 lists diverse books for classroom libraries.</p> <p>Table 1 Diverse books</p> <p> <ephtml> <table rules="groups"><tbody><tr><td align="left"><p>Adewumi and Dawson (<xref ref-type="bibr" rid="bibr1">2020</xref>). <italic>Tani's new home: A refugee finds hope and kindness in America. Tommy Nelson. </italic></p></td></tr><tr><td align="left"><p>Bates and Bates (<xref ref-type="bibr" rid="bibr4">2018</xref>). <italic>The big umbrella</italic>. Schuster Books for Young Readers.</p><p>Beer (<xref ref-type="bibr" rid="bibr5">2018</xref>). <italic>Love makes a family.</italic> Dial Books.</p><p>Byers, G., & Boko, K. A. (<xref ref-type="bibr" rid="bibr11">2018</xref>). <italic>I am enough.</italic> Balzer & Bray.</p><p>Ewing (<xref ref-type="bibr" rid="bibr19">2019</xref>). <italic>An ABC of equality.</italic> Francis Lincoln Children Books.</p><p>Gutta (<xref ref-type="bibr" rid="bibr24">2022</xref>). <italic>Hana's hundreds of hijabs.</italic> Barefoot Books.</p><p>Nyong'o (<xref ref-type="bibr" rid="bibr42">2019</xref>). <italic>Sulwe.</italic> Simon & Schuster Books.</p><p>Penfold and Kaufman (<xref ref-type="bibr" rid="bibr46">2018</xref>). <italic>All are welcome</italic>. Alfred A. Knopf.</p><p>Qui (<xref ref-type="bibr" rid="bibr49">2022</xref>). <italic>I am an amazing Asian girl. A positive affirmation for Asian girls.</italic> Yobe Qui.</p><p>Sholaa and Shifa (<xref ref-type="bibr" rid="bibr57">2020</xref>) <italic>I am whole: A multi-racial children's book celebrating</italic><italic>diversity</italic>,<italic> language</italic>,<italic> race</italic>,<italic> and culture.</italic><italic> Shola Oz Publishing.</italic></p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0191072501-8">Inclusionary Literature</hd> <p>Diverse literature includes books about students with various disabilities. Teachers should incorporate books that include children with disabilities into every classroom library. Just as teachers include picture books representing different cultures into their libraries, books about students with disabilities should also be included. Picture books about students with disabilities can support children to understand and accept peers and other adults with varying abilities (Blaska & Lynch, [<reflink idref="bib9" id="ref24">9</reflink>]). Reading picture books about students with disabilities provides a significant way for teachers to focus on literacy skills such as vocabulary development, reading comprehension, and communication skills (Ostrosky et al., [<reflink idref="bib45" id="ref25">45</reflink>]). Since young children with disabilities engage in social interactions with their peers less often than typically developing peers, reading picture books that include students with disabilities to the class could minimize these findings (Odom, [<reflink idref="bib44" id="ref26">44</reflink>]). By reading picture books to students featuring characters with disabilities, teachers can promote disability awareness to students with a greater understanding about individuals with disabilities, and also provide appropriate vocabulary that is relevant to all students. Many times, students may develop misconceptions about students with disabilities. When disabilities are not represented in the classroom environment, students without disabilities may maintain their own beliefs and bias. In addition, students may grow up without realizing that every single person, including students with disabilities, has worth and a role in society. As a result, teachers do have the opportunity to open conversations with students that are poised positively about students with disabilities to enhance positive attitudes towards children with disabilities. Through the use of picture books in a classroom library, students are provided indirect experiences to disabilities; thus, a stronger sense of belonging and community in the classroom (Ostrosky et al., [<reflink idref="bib45" id="ref27">45</reflink>]). By reading inclusionary literature with students, teachers can establish the value of every person, whether they have a disability or not (Meyer, [<reflink idref="bib38" id="ref28">38</reflink>]). Table 2 lists inclusionary literature for classroom libraries.</p> <p>Table 2 Inclusionary literature</p> <p> <ephtml> <table rules="groups"><tbody><tr><td align="left"><p>Gerlach (<xref ref-type="bibr" rid="bibr23">2019</xref>). <italic>Ben's adventures: Under the big top! A sweet story of friendship</italic>,<italic> inclusion</italic>,<italic> and fun.</italic> CharleyHouse Press.</p></td></tr><tr><td align="left"><p>Hoffman (<xref ref-type="bibr" rid="bibr27">2023</xref>). <italic>Masterpiece.</italic> Wishing Star Publishing.</p><p>Lori Leigh Yarborough. (<xref ref-type="bibr" rid="bibr62">2018</xref>). <italic>Nathan's Autism Spectrum superpowers</italic>. One Three Nine Inspired.</p><p>Moore-Mallinos, J. (<xref ref-type="bibr" rid="bibr37">2011</xref>). <italic>My friend has Down syndrome</italic>. Barron's.</p><p>O'Hair and Sanchez (<xref ref-type="bibr" rid="bibr43">2021</xref>). <italic>You are enough: A book about inclusion.</italic> Scholastic, Inc.</p><p>Peterson, T. D. (<xref ref-type="bibr" rid="bibr47">2021</xref>). <italic>Ada and the Helpers.</italic> Launch Mission Publisher.</p><p>Rudolph (<xref ref-type="bibr" rid="bibr54">2021</xref>). <italic>Brilliant Bea: A story for kids with dyslexia and learning differences.</italic> Magination Press.</p><p>Shapiro (<xref ref-type="bibr" rid="bibr56">2022</xref>). <italic>Piglet comes home: How a deaf blind pink puppy found his family.</italic> Aladdin.</p><p>Yarborough (<xref ref-type="bibr" rid="bibr63">2019</xref>). <italic>Hannah's Down Syndrome superpowers.</italic> One Three Nine Inspired Press.</p><p>Zingale, B. (<xref ref-type="bibr" rid="bibr64">2022</xref>). <italic>Wonderfully different</italic>,<italic> wonderfully me.</italic> Morgan James Kids.</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0191072501-9">Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning (LGBTQ+) Literature</hd> <p>Diverse literature includes LGBTQ+ (lesbian, gay, bisexual, transgender, queer, or questioning) representation. However, some teachers are unaware of the need and are concerned about implementing this topic in their classrooms, as they believe the books will be about sex. Yet how can teachers judge these books before they have read them (Rowell, [<reflink idref="bib53" id="ref29">53</reflink>])? In fact, these books are similar depictions to any "typical" family picture book, as they "capture everyday family life experiences involving pets, children, family outings and celebrations, and families enjoying each other's company" (Rowell, [<reflink idref="bib53" id="ref30">53</reflink>], p. 2). The only difference between these books and non-LGBTQ + stories is that the students see pictures of two fathers or two mothers instead of seeing a mother and father on the page together.</p> <p>The stories are not meant to impose the "adult issues" of LGBTQ + life but to portray those with mothers, fathers, or other family members who are part of this community. Teachers, schools, and districts that do not allow this type of literature in their buildings or classrooms deny children the ability to become "better equipped to combat hatred, marginalization, and stereotypes" (Brand & Maasch, [<reflink idref="bib10" id="ref31">10</reflink>], p. 432). Unfortunately, many teachers take the "path of least resistance" when it comes to students or students' families who are LGBTQ + because they make little effort to change the curriculum or include more representation in the literature, activities, and educational materials (Brand & Maasch, [<reflink idref="bib10" id="ref32">10</reflink>]).</p> <p>Teachers should begin by introducing these picture books in the early elementary grades to ensure that students are acquainted with the material and the different types of diversity. However, as children get older, they may become less respectful of the issues, which has a negative impact on children in this group. They may begin to hide their true identity from themselves and others to fit into the norm. Each step teachers take to ensure their students feel valued and included creates a welcoming, safe, and nurturing classroom neighborhood for all learners. Table 3 lists Lesbian, Gay. Bisexual, Transgender, Queer, or Questioning (LGBTQ+) literature for classroom libraries.</p> <p>Table 3 LGBTQ + literature</p> <p> <ephtml> <table rules="groups"><tbody><tr><td align="left"><p>Ford et al., (<xref ref-type="bibr" rid="bibr21">2022</xref>). <italic>Calvin.</italic> G. P. Putnam's Sons.</p></td></tr><tr><td align="left"><p>Genhart and Min (<xref ref-type="bibr" rid="bibr22">2018</xref>). <italic>Love is love: an Important LGBTQ Pride book for kids about gau parents and diverse families.</italic> Little Pickle Press.</p><p>Herthel and Jennings (<xref ref-type="bibr" rid="bibr26">2014</xref>). <italic>I am Jazz!</italic> Dial Books For Young Readers, An Imprint Of Penguin Group (Usa) Llc.</p><p>Kilodavis, C. (<xref ref-type="bibr" rid="bibr30">2011</xref>). <italic>My princess boy: A mom's story about a young boy who loves to dress up.</italic> Aladdin.</p><p>Lyons and Verdi (<xref ref-type="bibr" rid="bibr34">2020</xref>). <italic>I'm not a girl: A transgender story.</italic> Roaring Book Press.</p><p>Manushkin (<xref ref-type="bibr" rid="bibr36">2020</xref>). <italic>Plenty of hugs.</italic> Dial Books.</p><p>Newman (<xref ref-type="bibr" rid="bibr41">2016</xref>). <italic>Heather has two mommies.</italic> Candlewick.</p><p>Robertson and Humphreys (<xref ref-type="bibr" rid="bibr50">2014</xref>). <italic>Two dads</italic>. Sparklypoo Publications.</p><p>Schiffer (<xref ref-type="bibr" rid="bibr55">2015</xref>). <italic>Stella brings the family.</italic> Chronicle Books.</p><p>Stevenson, R., & McLaughlin, J. (<xref ref-type="bibr" rid="bibr58">2021</xref>). <italic>Pride puppy.</italic> Orca Book Publishers.</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0191072501-10">Individual Differences in the Neighborhood</hd> <p> <emph>Mister Rogers' Neighborhood</emph> encouraged acceptance of disabilities and appreciation of the uniqueness of each person. Fred Rogers was ahead of his time on topics of individual differences and diversity (Tuttle, [<reflink idref="bib60" id="ref33">60</reflink>]). <emph>Mister Rogers' Neighborhood</emph> and the "Neighborhood of Make-Believe" represented spaces open to diversity. For example, one of the show's most famous episodes that aired in the spring of [<reflink idref="bib51" id="ref34">51</reflink>] features Mister Rogers sharing a small pool of water with Officer Clemmons to soak his feet and rest for a moment from the heat of the summer sun. The two men sit side by side, and the camera zooms in to see Officer Clemmons' brown feet next to Mister Rogers' white feet. For Mister Rogers, this was just another day in the neighborhood as he reflects, "Sometimes just a minute like this will really make a difference" (as cited in Tuttle, [<reflink idref="bib60" id="ref35">60</reflink>], p. 112). In addition, the show often featured Rogers performing tasks that were considered "feminine" or "for girls only," such as diapering a baby doll, washing dishes, or knitting (Tuttle, [<reflink idref="bib60" id="ref36">60</reflink>]).</p> <p>Differences in ability were also celebrated on the show when Mister Rogers welcomed 10-year-old Jeff Erlanger, who lived with quadriplegia and used a wheelchair and sang the song "It's You I Like" with him (Tuttle, [<reflink idref="bib60" id="ref37">60</reflink>]). Fred Rogers greatly valued and treasured his conversations with children and adults with disabilities. He wanted his young viewers to experience people who were not like them. Mister Rogers' values and philosophies about inclusion, love, and acceptance were pathways to peace on a global scale (Long, [<reflink idref="bib33" id="ref38">33</reflink>]). During a speech at Thiel College in November [<reflink idref="bib51" id="ref39">51</reflink>], Rogers stated, "Only by understanding our own uniqueness can we fully appreciate how special our neighbor really is." Acceptance of others was a universal need he fully understood (Knight-Kuhnley, [<reflink idref="bib31" id="ref40">31</reflink>]).</p> <hd id="AN0191072501-11">Teacher Bias</hd> <p>Bias is defined as "beliefs that affect how individuals think, feel, and act towards others" (Derman-Sparks et al., [<reflink idref="bib15" id="ref41">15</reflink>]). Starting as young as 4 years old, children perceive differences between themselves and others; these differences can range from hair color and texture to house size. Children adopt these biases they learn at home, on television, at school, and from other adults; they are around them and internalize them until they are adults. As adults, teachers consciously or unconsciously bring these ideas into their work; therefore, they must understand and rid themselves of their biases (Derman-Sparks et al., [<reflink idref="bib15" id="ref42">15</reflink>]). Once teachers understand their own biases, they can take the necessary steps to become culturally responsive teachers.</p> <p>A culturally responsive teacher is sensitive to the holistic development of every child and celebrates demographic information about a child to influence how they teach, feel about, or perceive that child's presence in their classroom. The first step in becoming a culturally responsive teacher is self-reflection and self-assessment. Mister Rogers emphasized mindful reflection on pedagogical practices and outcomes (Barkley, [<reflink idref="bib3" id="ref43">3</reflink>]). For teachers, the desire to improve the lives of others is paramount. Teachers need to engage in "meaningful reflection, exploration, and conversations about issues such as racism, gender bias, and cultural identity, [as they] are vital parts of creating anti-bias settings" (MacLaughlin, [<reflink idref="bib35" id="ref44">35</reflink>], p. 92). As teachers reflect on their practices and evaluate their teaching, they begin to understand how their students view them. According to Tomul et al. ([<reflink idref="bib59" id="ref45">59</reflink>]), "Students see the teacher as someone who possesses power and can exercise that power as they see fit" (p. 60). This power relates to how they guide students, their teaching style, and the materials they choose to teach.</p> <p>Specifically, does the teacher only discuss White public figures? Do they avoid focusing on people of color and issues from around the world? What is the seating arrangement? Do White students sit primarily in the front? Are minority students placed in the back or on the sides of the room? These are just a few of the questions teachers should reflect upon to assess themselves. If teachers can become aware of their own "trigger moments," that is when they have "a stronger than expected reaction to a person or practice," they can better assess if there is a bias (MacLaughlin, [<reflink idref="bib35" id="ref46">35</reflink>], p. 93). A teacher must incorporate culturally responsive teaching into the curriculum to ensure children receive a high-quality education in a nurturing and inclusive environment.</p> <hd id="AN0191072501-12">Implicit and Explicit Bias</hd> <p>Although teachers may become aware of their biases and change their practices, many are not sure where to start or do not believe they are biased. This may be due to a teacher's implicit or explicit biases. Implicit biases are "attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner" (Derman-Sparks et al., [<reflink idref="bib15" id="ref47">15</reflink>], p. 11). For example, African American children are more likely to be suspended in preschools than any other group of students (Derman-Sparks et al., [<reflink idref="bib15" id="ref48">15</reflink>]). Teachers who have a class of predominantly White students may be unaware of the cultural differences between White and children of color. As much as teachers hope for a classroom to be a safe haven for relationships, positive learning outcomes, and community building, prejudice and discrimination can still be visibly seen through the classroom environment (Bireda, [<reflink idref="bib7" id="ref49">7</reflink>]).</p> <p>In contrast, an explicit bias involves "attitudes and beliefs about a group of people that are applied to all individuals in the group" (Derman-Sparks et al., [<reflink idref="bib15" id="ref50">15</reflink>], p. 11). An example of explicit bias is directing racist comments toward a student. Ultimately, both types of bias assume that the "universal child" matters most. This child is White, typically of middle-class socioeconomic status, lives with both parents (male and female), and is able-bodied (Derman-Sparks et al., [<reflink idref="bib15" id="ref51">15</reflink>]). If a teacher presumes that the "universal child" is the "ideal student," they are not prioritizing the inclusion of all children.</p> <hd id="AN0191072501-13">Analyzing Classroom Library Picture Books</hd> <p>The selection of books within the three main types of picture book diversity (non-White—primarily Black or African American—literature, literature about students with disabilities, and LGBTQ + literature) should be of high quality and appropriately depict characters and messages about important diverse topics. Teachers should consider two factors when selecting and evaluating inclusive, culturally authentic, and culturally responsive picture books (Ebe, [<reflink idref="bib16" id="ref52">16</reflink>]). The first factor is the characteristics of the picture book, such as the ethnicity, gender, age, and language or specific dialect of the story's characters; the setting, including the year and context where the story takes place; and the storylines, including the characters and cultures and how they are portrayed.</p> <p>Second, teachers must take into account reader characteristics, such as the child's familiarity with that type of picture book or genre, cultural background, and linguistic background. Guidelines based on Louise Derman-Sparks' <emph>Ten Quick Ways to Analyze Children's Books for Sexism and Racism</emph> ([<reflink idref="bib14" id="ref53">14</reflink>]) can be used to determine a book's level of appropriateness, which includes a checklist to ensure that picture books present various themes efficiently, effectively, and appropriately. The checklist is an updated version of Nasatir and Horn's ([<reflink idref="bib39" id="ref54">39</reflink>]) questions used to analyze children's picture books. Table 4 presents a list of questions and guidelines for analyzing children's books on sexism and racism, adapted from Derman-Sparks ([<reflink idref="bib14" id="ref55">14</reflink>]).</p> <p>Table 4 Ten quick ways to analyze children's books for sexism and racism</p> <p> <ephtml> <table rules="groups"><tbody><tr><td align="left"><p>• Using the illustrations, check for tokenism, stereotypes, and what character is portraying what role</p></td></tr><tr><td align="left"><p>• Does the storyline depict the characters in a negative manner?</p><p>• Are the lifestyles of the characters represented positively?</p><p>• Does one group of people hold more power over another?</p><p>• Are the heroes/sheroes of the book representing their culture appropriately?</p><p>• Can a child reading this book see themselves within the story?</p><p>• Does the author have an authority to write the book? Is the author's background positive? (No books include racist topics)</p><p>• Does the story entail loaded words?</p><p>• Was the copyright before the 1970s? Did the copyright date represent a time when opinions of others were different than they are of the present time?</p><p>• Does the book create a positive sense of self and attitudes towards others?</p></td></tr></tbody></table> </ephtml> </p> <p>Adapted from Derman-Sparks ([<reflink idref="bib14" id="ref56">14</reflink>]). Ten Quick Ways to Analyze Children's Books for Sexism and Racism. Teaching for Change</p> <hd id="AN0191072501-14">Purpose of the Study</hd> <p>The purpose of the small pilot study was to analyze the picture books teachers were using in their classroom libraries to determine if they were appropriately representing various groups of children. The small pilot study also examined teacher's classroom libraries to determine if there was a bias within the picture books selected to be in the library. The bias could relate to the books' themes, messages, and character portrayals. The research questions for the study were: Can classroom libraries represent teacher bias? Why is it important for all children to be represented in classroom libraries?</p> <hd id="AN0191072501-15">Participants</hd> <p>To obtain interest in the study, an invitation was sent to an elementary school located in Northeastern United States. After contacting the principal and receiving approval to contact teachers, a letter of introduction invited teachers to complete an online survey regarding questions on their classroom library. Three teachers responded to this invitation. The participants in the study were three early childhood teachers currently teaching pre-kindergarten to grade 3. Teacher demographic information was translated from the demographic section of the online Qualtrics survey. Teacher A was a preschool teacher who had 13 years of teaching experience; Teacher B had 16 years of classroom experience at the elementary level; and Teacher C was a substitute teacher beginning her classroom library collection with only 1.5 years of experience.</p> <hd id="AN0191072501-16">Methods</hd> <p>The instrument used to collect data from the teachers was a Qualtrics survey, an online technology service that captures and stores information provided by a participant. This information is then translated into different charts depending on the type of question asked. The survey contained 35 questions that ranged from multiple choice to short answer. Within the survey, the questions were broken down into three subsections: demographics, classroom library information, and classroom environment. Demographics contained seven questions discussing the participants' race, gender, educational background, work history, and if they possess a classroom library. Classroom library information contained the main questions of the survey with 22 questions. Questions for this section were multiple choice and short answer. Environment was the last subcategory of the survey with both multiple choice and short-answers.</p> <p>Teacher participants used a one-time questionnaire that analyzed teachers' attitudes and practices toward books and their opinions on various book topics (Creswell, [<reflink idref="bib13" id="ref57">13</reflink>]). They responded to questions based on their own demographic information along with the books within their library (divided into categories), classroom experience, and their favorite diverse books. The information was used to create talking points with the teachers to discuss their libraries and how they use them. Teachers were contacted individually to carefully consider and evaluate their classroom libraries and also learn more about a variety of diverse books that could be a part of their classroom libraries.</p> <hd id="AN0191072501-17">Results</hd> <p>Teacher A expressed a love for the survey as she already categorized her books and could look more deeply into each one. With her having over 2,000 books in her library, she placed all the book titles on a Google Sheets document where she color coded the books by primary topic. As she analyzed the document, she noticed that some of the books she did not think had diverse features were found to be diverse. However, she also found that she did not have too many of these books. When looking at the categories she was pleased she had a multitude of books with Black characters, about 60 books on families, 24 books on disabilities and inclusion, but only 2 books on LGBTQ+. Teacher A stated that with this new knowledge, she will begin to buy and implement more LGBTQ + books into her classroom library.</p> <p>Teacher B was not as passionate about completing the survey, but she stated that she wanted to analyze her library to see what types of books she had. With her 16 years of experience, she expressed that she is an older teacher that is not as knowledgeable about the new diverse literature as those right out of college. As Teacher B analyzed her classroom library, she approximated about 500 books within her library. In the category of families, there were 20 books; 40 books on disabilities, and 20 books on inclusion. For books with Black or African American characters, she stated that she had 30 books, but she did not place these books in the library for students to read. When questioned why she did not allow the students to read these books at any time, Teacher B stated she did not want these books ruined. A discussion followed on the importance of the students always having access to these books as those that relate to the books will have to ask to read them, while other students have access to books they relate to at any time. This can create a barrier between that racial group of students and the teacher. Teacher B was very receptive to this idea and stated she was going to move the books into the library and review with the class how to handle books with care.</p> <p>Since Teacher C was a substitute at the time of this study, she did not have a classroom library of her own for students to read but had begun to collect books she will place within her library in the future. Teacher C was excited to share some of the books she owns in hopes that there were a variety of diverse titles within them. With only 75 books in the collection, she had 2 books with Black characters, 5 on families, 0 on LGBTQ+, 5 books on disabilities, and 1 book on inclusion. Teacher C expressed happiness that she had 13 diverse books within her growing library but was also excited to learn about more titles that could be added. Teacher C stated she had a better understanding about the importance of all children feeling like they belong in the classroom and wants to ensure that all her students feel this way in their learning environment.</p> <p>Table 5 summarizes teacher participants' books by category.</p> <p>Table 5 Teacher participants books by category</p> <p> <ephtml> <table rules="groups"><thead><tr><th align="left"><p>Books by</p><p>Category</p></th><th align="left"><p>Participant Response</p><p>Teacher C</p></th><th align="left"><p>Participant Response</p><p>Teacher B</p></th><th align="left"><p>Participant Response</p><p>Teacher A</p></th></tr></thead><tbody><tr><td align="left"><p>Black/African Americans</p></td><td char="." align="char"><p>2</p></td><td align="left"><p>30</p></td><td align="left"><p>many</p></td></tr><tr><td align="left"><p>Types of Families</p></td><td char="." align="char"><p>5</p></td><td align="left"><p>20</p></td><td align="left"><p>60</p></td></tr><tr><td align="left"><p>LGBTQ+</p></td><td char="." align="char"><p>0</p></td><td align="left"><p>0</p></td><td align="left"><p>2</p></td></tr><tr><td align="left"><p>Disabilities</p></td><td char="." align="char"><p>5</p></td><td align="left"><p>40</p></td><td align="left"><p>24</p></td></tr><tr><td align="left"><p>Inclusion</p></td><td char="." align="char"><p>1</p></td><td align="left"><p>20</p></td><td align="left"><p>24</p></td></tr><tr><td align="left"><p>Total books</p></td><td char="." align="char"><p>75</p></td><td align="left"><p>500+</p></td><td align="left"><p>2,000+</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0191072501-18">Discussion</hd> <p>For teachers and preservice teachers who are just beginning their careers, professional development is recommended to help them better understand the significance of diverse children's books and inclusive picture books in classroom libraries. Many preservice teachers entering the teaching profession are unaware that a variety of great books are available and usually pick the same books (the most popular ones). Even though these books are popular, sometimes better book resources may be used to engage others and promote inclusion and diversity. This research is valuable for educators in teacher preparation programs to develop courses for early childhood and special education students on a wide range of diverse literature for children, why this type of literature is important, how to liberate the classroom library of problematic children's books, and how to reflect on their own implicit and explicit bias. In addition, although each teacher has their own system for setting up their classroom library, there are many ways to ensure the environment is accessible to all students. It is essential to ensure that children can access the books by placing them on a bookshelf at the child's level (especially at wheelchair height for a child with a disability) in bins or on a bookshelf where books can be easily moved.</p> <hd id="AN0191072501-19">Teacher Bias and Book Bans in Classroom Libraries</hd> <p>Classroom libraries may represent teacher bias within the books that they are using or have within their classroom libraries. For example even though a teacher may not have any books on LGBTQ + representation within their classroom library, does not mean they hold a bias. That teacher may be unsure of what books to purchase for the library, their school district or administrator may remove, restrict, or not allow the books to be displayed in the classroom library, or they may have never thought of owning the books.</p> <p>Within the teacher participant responses, Teacher B stated Black and African American books were stored away to ensure that they stay in pristine condition. Though it is wonderful Teacher B has a collection of these books, students of color within the class may feel as if they are being excluded from the classroom library if they do not have picture books representing their race and culture and are available to read with friends. All students need to be visible in the classroom environment by having access to picture books with characters, stories, and illustrations that reflect their lives. All children's lived experiences need to be honored and represented in classroom libraries.</p> <p>To advocate for educational and racial equity, it is important to develop an understanding regarding the impact and role of diverse books. According to First Book, a nonprofit social enterprise dedicated to furthering educational equity, the 2020 U.S. Census revealed that 53% of the United States of America children's population are children of color and additional children identify as multiracial, yet the books that children see do not reflect that degree of diversity. Inadequate research exists regarding the impact that diverse books have in classrooms and on student learning (Allred & Cena, [<reflink idref="bib2" id="ref58">2</reflink>]).</p> <p>First Book Research and Insights ([<reflink idref="bib20" id="ref59">20</reflink>]) developed a longitudinal study over the course of the 2022‒2023 school year. The purpose of the study was twofold. First, the importance of diverse classroom libraries from the teacher's perspective, and second, the importance of diverse classroom libraries with respect to student outcomes. Results of this study indicated students' reading scores increased after teachers added diverse books to their classroom libraries. Giving students the opportunity to select books they wanted to read positively affected outcomes. Students wanted to select diverse books that served as mirrors, where they can see themselves. Furthermore, students spent more time reading after teachers included diverse books to their classroom libraries. Although teachers believe diverse books are important to have in their classroom libraries, they represent a very a small percentage of their classroom libraries. Findings from this study identified best practices for supporting inclusion and equity and promoting policy changes for the awareness of banning books in early childhood setting.</p> <hd id="AN0191072501-20">Implications for Teachers</hd> <p>Across the United States, librarians are losing their teaching positions in school districts or are being transferred to other teaching positions. For example, many schools nationwide train their librarians in computer science and technology, replacing library time with computer classes. According to a study by Ewbank ([<reflink idref="bib18" id="ref60">18</reflink>]), only 60% of K–12 schools in the United States employed a state-certified librarian, leaving 40% of school districts without a library or librarian. Consequently, classroom teachers must take a leadership role in creating a neighborhood in their own library where children can read various picture books that are diverse and respectful of individual differences. To support diverse book equity, teachers need to cultivate a strong understanding of their teacher identity and teacher bias regarding the impact and role of diverse books.</p> <p>If teachers do not know how to choose appropriate books for their classroom and there are no librarians in their school to turn to, they may select books that detract from their classroom community and neighborhood. Those working with children must understand the need for diverse and inclusive literature in the classroom, at home, in libraries, and in community centers. Children cannot see themselves reflected in picture books without a diverse classroom library, which is critical to their holistic development. Young children in low-income communities often grow up in "book deserts" where books are infrequent. This type of inclusion is "imperative to meet legal requirements and ethical standards" (Meyer, [<reflink idref="bib38" id="ref61">38</reflink>], p. 29; National Association for the Education of Young Children, [<reflink idref="bib40" id="ref62">40</reflink>]). Children have big questions and want to have real conversations about fairness, acceptance, skin color, and race. Children want to belong to a neighborhood but cannot do so if their peers are unprepared to welcome them.</p> <hd id="AN0191072501-21">The Legacy of Mister Rogers' Neighborhood for Teachers</hd> <p>Every day, Fred Rogers invited everyone to be his neighbor. <emph>Mister Rogers' Neighborhood</emph> was based on Fred Rogers' long-held belief that learning and love were interconnected, a lesson maintained in every part of the program (Behr & Rydzewski, [<reflink idref="bib6" id="ref63">6</reflink>]). Mister Rogers' vision was to help children grow to be kind, empathetic, and accepting of all individual differences. He emphasized that authentic teaching is based on kindness (Barkley, [<reflink idref="bib3" id="ref64">3</reflink>]). When Rogers put on a different colored sweater at the beginning of each episode, children felt safe, cared for, and loved. Mister Rogers taught his viewers that the things and events they love in life come from their fellow neighbors (Behr & Rydzewski, [<reflink idref="bib6" id="ref65">6</reflink>]).</p> <p>One of the main themes of <emph>Mister Rogers' Neighborhood</emph> was that it is okay to make mistakes, and everyone makes mistakes once in a while (Rogers, [<reflink idref="bib52" id="ref66">52</reflink>]). Mister Rogers was not only afraid of making mistakes but also welcomed them (Barkley, [<reflink idref="bib3" id="ref67">3</reflink>]). This philosophy can be a powerful teaching tool in the classroom. Just as Mister Rogers viewed mistakes as productive, classroom mistakes can lead to positive learning outcomes (Barkley, [<reflink idref="bib3" id="ref68">3</reflink>]). Mistakes can happen, and children, and teachers, can learn from imperfections. As teachers understand more about the impact of having a diverse classroom library for their students, they may find new resources and partnerships to support classroom libraries from tumbling short of representing the current diverse student population.</p> <p>Fred Rogers taught children that <emph>everyone</emph> in the neighborhood is special. Thanks to Rogers, people know what it means to have a beautiful day in the neighborhood. <emph>Mister Rogers</emph> taught everyone how to be good neighbors. Teachers who reflect on and carefully consider Rogers' unique neighborhood lessons and methods can be inspired and revitalized (Barkley, [<reflink idref="bib3" id="ref69">3</reflink>]). Children's interests can be strengthened in the classroom, and student learning has the potential to be enriched. Fred Rogers emphasized his lessons about the neighborhood through repetition. His unhurried and reassuring delivery style on the show gave young viewers time to think about and reflect on what was being said.</p> <p>Furthermore, teachers who follow Mister Rogers' exemplary approaches of pacing, repetition, and providing varied instruction tailored to children's interests and strengths can promote learning and discoveries in their classrooms. Today more than ever, we need all classroom libraries to embrace Mister Rogers' intentions by including picture books from diverse backgrounds and authors that portray curiosity, kindness, acceptance, empathy, and respect for neighbors from all walks of life. Having diverse books in our classroom libraries can be a valuable pathway for conversations about diversity and book equity. A classroom library reflects the identity of the teacher and students. Advancing book equity in the classroom library can strengthen the heartbeat and community of the classroom. In the words of Rogers ([<reflink idref="bib52" id="ref70">52</reflink>]) when children learn more about one another, and when they know their teachers recognize and celebrate their differences, they are more likely to feel a sense of community in the classroom. Teachers foster mutual respect when they provide activities that encourage conversations, sharing, and interaction.A few days later, Elijah revisited the classroom library with hesitation. He saw the soft, blue, chair awaiting him and decided to look through the new books his teacher had left. As he flipped through the books, he saw the most amazing book–<uline>Jabari Tries</uline>by Gia Cornwall. As Elijah started flipping through the pages, he exclaimed "I love when my dad takes me to the pool! We go every summer!" Elijah began to share stories of the fun times he had at the pool this past summer. The other students listened, chimed in with their stories, and asked questions too. Elijah could not help but smile, he felt like he belonged.</p> <hd id="AN0191072501-22">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0191072501-23"> <title> References </title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext> Adewumi, T, & Dawson, D. (2020). Tani's new home: A refugee finds hope and kindness in America. Tommy Nelson.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref58" type="bt">2</bibl> <bibtext> Allred JB, Cena ME. Reading motivation in high school: Instructional shifts in student choice and class time. Journal of Adolescent & Adult Literacy. 2020; 64; 1: 27-35. 10.1002/jaal.1058</bibtext> </blist> <blist> <bibl id="bib3" idref="ref6" type="bt">3</bibl> <bibtext> Barkley, A. 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  Data: What Does Your Library Say about Your Neighborhood? Designing Cultural and Diverse Libraries Inspired by 'Mister Rogers' Neighborhood'
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  Data: <searchLink fieldCode="AR" term="%22Kathleen+I%2E+Harris%22">Kathleen I. Harris</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9490-5780">0000-0001-9490-5780</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Blasioli%22">Maria Blasioli</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Childhood+Education+Journal%22"><i>Early Childhood Education Journal</i></searchLink>. 2026 54(1):451-460.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Y
– Name: Pages
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  Data: 10
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  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Libraries%22">Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Neighborhoods%22">Neighborhoods</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Development%22">Library Development</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Picture+Books%22">Picture Books</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Material+Selection%22">Reading Material Selection</searchLink>
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  Data: 10.1007/s10643-024-01838-y
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  Data: 1082-3301<br />1573-1707
– Name: Abstract
  Label: Abstract
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  Data: Through "Mister Rogers' Neighborhood," Fred Rogers fostered fundamental dispositions that young children would need in their futures, including respect for the unique human qualities of others, cultivating positive peer relationships, and a heart for kindness and empathy. Fred Rogers gave his audience grace and hope to celebrate the curiosities of daily life. A small pilot study was conducted to encourage teachers to understand the importance of including a diverse range of reading materials in their classroom libraries by introducing "Mister Rogers' Neighborhood." Findings from the study demonstrates dispositions and qualities on how Fred Rogers provided children with a neighborhood that understood diversity and culturally responsive teaching for all children. Teachers can encourage culturally responsive teaching by reading and providing picture books from a classroom library that encourages conversations, sharing, and interactions with peers. Therefore, the pilot study also questions teacher bias when including picture books that may be criticized for being allowed and available to children to read in classroom libraries. Each teacher has a role to play in building neighborhoods of their own in classroom libraries. "Mister Rogers' Neighborhood" has a place in democratic living skills training for teachers to nurture the affective and social lives of young children.
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  Data: 2026
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        PageCount: 10
        StartPage: 451
    Subjects:
      – SubjectFull: Libraries
        Type: general
      – SubjectFull: Neighborhoods
        Type: general
      – SubjectFull: Library Development
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Diversity
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      – SubjectFull: Picture Books
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      – SubjectFull: Reading Material Selection
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      – TitleFull: What Does Your Library Say about Your Neighborhood? Designing Cultural and Diverse Libraries Inspired by 'Mister Rogers' Neighborhood'
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