Written by Tatiana Huong
During my internship with the Canadian Children’s Book Centre, I had the opportunity to explore Canadian children’s literature in depth and explore its potential impacts in early learning environments. In my experience in childcare centres, and while going through the CCBC’s Book Bank, I noticed many books representing diverse cultures, family structures, and experiences. This made me realize that having diverse books available is important, but how educators, parents, families, and caregivers engage with these texts ultimately shapes whether children feel included and represented.
This understanding inspired my Solutions Project (see below), which focused on supporting neurodivergent readers and making literacy more accessible. As an early childhood educator, I have seen how children with different learning needs can benefit from thoughtful adaptations in reading experiences, from visual supports and tactile materials to flexible pacing and inclusive discussion prompts. I wanted to create a resource that provides practical strategies for educators, families, and caregivers, to ensure that all children, regardless of learning style or needs, can engage meaningfully with stories. My goal was to make literacy experiences more inclusive, accessible, and reflective of the diverse ways children interact with text, helping every child feel confident, supported, and included.
My biggest takeaway from this internship was the importance of intentionality in literacy work. Inclusive children’s literature has the power to support identity, challenge stereotypes, and foster empathy, but only when educators are thoughtful and reflective in their approach. This project reinforced for me that accessibility in literacy is not an optional “extra,” but a crucial part of creating equitable and responsive early learning environments.
More about me: Tatiana Huong (She/Her) is a Registered Early Childhood Educator (RECE) based in Toronto, Ontario. She is currently completing her degree in early childhood education with George Brown Polytechnic. Tatiana has experience working with children from infancy to preschool, and is passionate about inclusive, play-based practices, and supporting identity, belonging, and social-emotional development. Through her work in early learning settings and her internship with The Canadian Children’s Book Centre (CCBC), Tatiana has developed a stronger interest in intentional and reflective reading practices that go beyond representation to foster meaningful conversations and connections. She is especially interested in how educators can use Canadian children’s literature to create an inclusive learning environment where all children feel seen, valued, and affirmed.