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Countering the position that colorblindness is desirable for teachers and children, this article encourages early childhood education teachers to engage in conversations about race and racism with young children. We discuss why the early childhood years are important for interrupting racism and make suggestions for helping children develop tools for addressing it. Annotated examples of children's drawings about racism from a second grade classroom are shared to demonstrate that young children are not colorblind and that they think about and experience racism in their daily lives. We conclude that it is both an educational and ethical necessity to address racism with young children. [ABSTRACT FROM AUTHOR]

The article discusses the lack of Spanish language bilingual books for use in schools and what can be done to increase their publication. The authors state that Latino children and Hispanic culture are often not adequately represented in the textbooks and materials that Latino students use in schools. The authors also contends that Latino students need to be able to see their culture and values represented accurately in order to feel a sense of belonging. The authors analyze issues within the Spanish bilingual book publishing industry.

Presents information on a study on the initiation of literature discussions in first-grade bilingual class. Information on the studied classroom; Issues that played a major role in the literature discussions; Observations on the students' connection to books.

An introduction to a series of articles that review several books is presented including "Change Is Gonna Come: Transforming Literacy Education for African American Students," by Patricia A. Edwards, Gwendolyn, Thompson McMillon, and Jennifer D. Turner, "Writing: Teachers and Children at Work," by Donald H. Graves, and "A Fresh Look at Writing," by Donald H. Graves.