When Children See Themselves in Books: Why Representation in Early Childhood Literature Matters

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Recently, while sitting in a classroom during one of my consulting visits, I noticed something that stayed with me.

A little African American girl kept picking up one particular book from the classroom library—Nana and Granddaughters, one of the children's books I authored.

She would pick it up, look through it, put it down, and eventually return to it again.

As I watched her, I couldn't help but wonder: What was drawing her back to that particular book?

Perhaps it was the pictures. Perhaps it was the story. Perhaps she recognized something familiar in the characters.

Maybe, in some small way, she saw herself.

And that is exactly why representation in children's literature matters.

Children Need Books That Are Both Mirrors and Windows

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Books give young children an opportunity to explore a world much larger than their own. They can introduce children to different families, cultures, experiences, communities, traditions, and ways of life.

But books should also give children an opportunity to recognize their own world.

A child should be able to open a book and occasionally see a character who looks like them, has hair like theirs, lives in a family that resembles theirs, or experiences relationships and everyday moments that feel familiar.

For Black children, that representation is especially meaningful.

Representation doesn't always have to center on struggle, historical events, or overcoming adversity. Black children also deserve stories about ordinary childhood—playing, learning, laughing, spending time with family, going on adventures, making mistakes, solving problems, and simply being loved.

They deserve to see themselves experiencing joy.

The Story Behind Nana and Granddaughters

My Nana and Granddaughters books were inspired by something very personal to me—the relationship between a grandmother and her granddaughters.

As a Nana myself, I understand that the grandparent-grandchild relationship can be incredibly special. It can be filled with conversations, adventures, traditions, laughter, lessons, encouragement, and memories that children carry with them for years.

That relationship became part of the heart behind these books.

The stories feature Black girls and their Nana, allowing children to see an African American family represented through loving, positive, everyday experiences.

But representation is only one part of the books.

Stories Can Teach Without Feeling Like Lessons

One of the things I wanted my books to accomplish was to introduce meaningful lessons through experiences children could understand and enjoy.

Through Nana and her granddaughters, children can encounter themes such as:

Family and relationships. Children see the importance of spending time together, communicating, helping one another, and building strong family connections.

Love and belonging. The girls experience the security of knowing they are valued, cared for, and an important part of their family.

Learning through everyday experiences. Children learn that important lessons don't only happen at school. A conversation with Nana, an outing, a problem to solve, or an ordinary family experience can become an opportunity for learning.

Confidence and identity. Seeing Black girls at the center of a story sends a simple but meaningful message: Your experiences are worthy of being told.

Intergenerational relationships. The books also recognize the important role grandparents and extended family members can have in children's lives.

These are lessons children from all backgrounds can connect with.

Representation Benefits Every Child

Diverse children's literature isn't only important for the children being represented.

It benefits everyone.

A Black child may see a character and think, "She looks like me."

Another child may see the same character and simply think, "I like her."

Both experiences matter.

When children regularly encounter characters from different racial, cultural, family, and community backgrounds, diversity becomes a natural part of their understanding of the world.

A classroom library can quietly communicate:

You belong here.

Your family matters.

Your experiences matter.

People who don't look like you matter, too.

Take a Look at Your Classroom Library

As early childhood professionals, we spend a great deal of time thinking about curriculum, learning environments, materials, and classroom arrangement. The books we place on our shelves deserve that same intentionality.

Take a moment to look at your classroom library from a child's perspective.

Do the books reflect the children currently enrolled in your program?

Are Black children represented?

Are children from different cultures represented?

Are different family structures visible?

Do children with disabilities appear in stories?

Do the books show diversity only when discussing differences, or are diverse characters also simply living, playing, learning, and enjoying everyday life?

Most importantly, could every child in your classroom eventually pick up a book and discover something that makes them think:

"That's like me."

The Little Girl Who Kept Coming Back

I don't know exactly what that little girl was thinking when she repeatedly picked up Nana and Granddaughters that day.

I didn't interrupt her to ask.

I simply watched.

But as an early childhood professional, consultant, author, and Nana, the moment meant something to me.

A book I had written was sitting in a classroom library, and a little Black girl was choosing it for herself.

Perhaps she liked the pictures.

Perhaps she liked Nana.

Perhaps one of the granddaughters reminded her of herself.

Whatever drew her to it, that small moment reminded me why we must continue creating and providing books in which children can recognize themselves.

Because sometimes a child opens a book and discovers a new world.

And sometimes a child opens a book and discovers herself.

Both are important.

And every child deserves the opportunity to experience both.

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