Cultural diversity is endorsed by many educators as a major teaching concept due to its significance for the achievement of social equity in education. Recently, the use of picture books to promote principles related to cultural diversity has become a rising trend in early childhood settings. This study examined Chinese preschool teachers’ attitudes toward using picture books to teach cultural-diversity-related topics and their reported practices. Seven preschool teachers from four institutions located in Shanghai, China were surveyed and semiinterviewed. The study identified three key findings: (1) teachers interpreted cultural diversity in a restricted way and were usually unaware of themselves teaching the concept of cultural diversity; (2) teachers adopted a multifaceted approach of selecting picture books used for teaching cultural diversity and conceived illustrations as the most important book selection criteria; and (3) teachers often supplemented picture book sharing with first-hand experiences. The study results have important implications for preschool teachers, curriculum designers, and organizations that provide training for preservice and in-service early childhood educators. The analysis results show that the proposed system has a great and positive impact on the early childhood education of students and is helpful for the teachers to teach cultural diversity-related topics to their students in an easy and effective way.
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