From Picturebooks to Play: Dialogic Pedagogy for Cultivating Agency and Social Awareness in Young Learners

Abstract

This study examines how young children engage with picturebooks, discussion, dramatic inquiry, and writing to negotiate diverse perspectives and develop empathy in an early childhood classroom. Grounded in sociocultural and critical literacy theories, the research explores the role of dialogic pedagogy in fostering young learners’ agency and social awareness. Utilizing a qualitative single-case study design, data were collected over a full academic year in a second-grade classroom through video recordings, field notes, interviews, and student artifacts. Thematic analysis revealed that dialogic engagements supported students in developing a shared language about empathy, resolving classroom conflicts, and exploring actionable ways to support others through collaborative play and inquiry. Findings highlight how sustained, student-driven inquiry fosters critical reflection and social responsibility, offering pedagogical insights into designing literacy experiences that nurture empathy, agency, and collective action. Implications for integrating dialogic literacy practices into early childhood education are discussed.

1. Introduction

“If we had empathy and someone saw that someone else is being mean, we could stick up for them (the victim) and say stop being mean to them because they don’t like it.”

(Brittany)

“If everyone in the world had empathy, people would stop doing mean things.”

(Eli)

Language and literacy education hold the power to transform early childhood classroom spaces where empathy and inquiry drive social action. By reshaping literacy practices, educators can cultivate a deeper awareness of diverse perspectives and needs, laying the foundation for meaningful dialogue and critical engagement. The opening reflections from Brittany and Eli reveal empathy’s transformative potential, captured during second-grade discussions. While initially grappling with the concept, these young learners gradually deepened their understanding, exemplifying the capacity for personal and social growth through intentional and interactive learning experiences.

In today’s society, marked by rising hate crimes, violence, and bullying, fostering empathy and compassion is crucial (Cooper, 2011; Janks, 2000; Jolliffe & Farrington, 2011; Trout, 2009). Dialogic teaching practices, characterized by interactive discussions and shared inquiry, provide effective methods for developing young children’s comprehension and critical thinking (Alexander, 2008; Edwards-Groves, 2023; Whitehurst & Lonigan, 1998). The term “dialogic reading” refers to a structured, evidence-based intervention developed by Whitehurst et al. (1988) to enhance young children’s oral vocabulary and listening comprehension through systematic questioning and prompts. While this study is informed by dialogic teaching principles, it does not employ dialogic reading as a structured intervention. Instead, it focuses on dialogic interactions that foster critical discussions around texts. Children’s literature and dramatic play offer valuable opportunities for examining social issues and building empathy. Integrating critical literacy and drama-based pedagogies equips children to become critical thinkers and compassionate individuals (Leland et al., 2013; Wilhelm & Edmiston, 1998).

The relationship between critical literacy and early childhood education is central to this study, as critical literacy enables young learners to question dominant narratives, recognize multiple perspectives, and develop agency (Lewison et al., 2002; Vasquez, 2017). The research underscores that early childhood is a pivotal time for fostering social awareness, and children are capable of engaging in meaningful discussions about justice, equity, and care when supported through developmentally appropriate pedagogical practices (Freire, 1990; Vasquez et al., 2019). Through critical literacy approaches, children can actively examine power relations within texts and their own lived experiences, making literacy a tool for both meaning-making and social change (Comber et al., 2001; Janks, 2009).

This study specifically explores how second-grade students engage with picturebooks to discuss topics related to belonging, kindness, identity, and activism. These themes, introduced through selected texts, are developmentally appropriate and provide aa foundation for discussing broader social and cultural issues (Freeman & Short, 2021; Leland et al., 2013). For example, The Invisible Boy (Ludwig, 2013) encourages discussions on inclusion, Each Kindness (Woodson, 2012) highlights the impact of our actions on others, and Amazing Grace (Hoffman, 1991) addresses issues of race and gender roles. These books serve as catalysts for deeper conversations, allowing students to engage in critical discussions within a safe and supportive environment.

Dialogic and critical literacy practices have been increasingly explored in literacy research (Edwards-Groves, 2023; Farini et al., 2023; Lewison et al., 2002; Vasquez et al., 2019); however, further investigation is needed to understand their nuanced application in early childhood classrooms. Studies highlight the benefits of dialogic interactions and drama-based literacy practices (Flint, 2018; Wohlwend, 2022), there is a gap in understanding how sustained engagement with these methods supports young children’s ability to navigate complex social issues. This study aims to address this gap by examining how young learners use dialogic discussions, dramatic play, and writing to explore empathy and agency. By analyzing their interactions and responses, this research contributes to the broader discourse on critical literacy in early childhood education and provides insights into how literacy instruction can foster social responsibility and collective action.

By centering empathy in literacy education, this study highlights how educators can cultivate compassionate and socially conscious learners. It seeks to bridge theoretical understandings of dialogic pedagogy and critical literacy with practical classroom applications, offering a model for how teachers can support young children in becoming active participants in their learning and their communities.

2. Literacy as a Social Act

Literacy functions as a social act that advances social responsibility and citizenship, urging educators to adopt holistic pedagogical approaches that promote inclusivity and empathy among children (Bomer & Bomer, 2001; Comber et al., 2001; Freire, 1990; Vasquez et al., 2019). This perspective frames literacy as a dynamic process shaped by social, cultural, and historical experiences participants bring to the learning environment. By providing opportunities for children to explore social issues collaboratively, educators foster inclusivity and cultivate empathy in the classroom (Newstreet et al., 2018), and critically engaging with diverse literature helps enhance meaning-making (Hope, 2018; Leland et al., 2013; Papen & Peach, 2021). Dialogic exchanges around picturebooks enable children to navigate social issues and build a shared understanding of empathy.

Furthermore, research highlights the value of integrating reader response and drama-based pedagogies to deepen literacy practices (Enriquez, 2016; Flint, 2018; Rand & Morrow, 2021; Rosenblatt, 1978; Wohlwend, 2022). This study positions literacy as a social practice (D. Barton et al., 2000), emphasizing children’s agency as central to defining and achieving their own learning goals (Kuby & Vaughn, 2015; Vaughn, 2021).

This study was guided by two research questions: How do specific strategies enhance meaning-making when discussing the topic of empathy? How do children’s interactions with literature reflect their understanding of empathy? To explore these questions, the research integrates humanizing pedagogies, dramatic and critical inquiry, and the use of children’s picturebooks as models for building compassion (G. Barton & Garvis, 2019) and extending an ethic of care (Noddings, 2013) in early childhood classrooms. By collaborating with a classroom teacher, this study explores how children’s empathetic understanding evolves through various engagements.

3. Making Meaning Using Picturebooks

Children’s picturebooks serve as essential resources for exploring social and global issues, fostering empathy, and facilitating critical literacy practices (Clarke & Whitney, 2009; Freeman & Short, 2021; Garner & Parker, 2018; Lain, 2019; Lewison et al., 2002). These texts offer opportunities for engaging conversations and deeper language learning while providing a framework for examining intercultural citizenship, sociocultural norms, and social justice (Burton, 2020; Daly, 2021; Deliman, 2021; Valente, 2022). Through interactive shared reading, children engage in meaningful discussions, pose and answer questions, and connect the text to their own experiences, fostering critical engagement and deeper understanding. By using picturebooks that present multiple perspectives, children broaden their worldviews and strengthen their critical literacy skills, questioning the messages conveyed in the texts (Janks, 2000; Lewison et al., 2002). These interactions position picturebooks as powerful tools for sharing new ideas and fostering children’s agency development (Mathis, 2016).

4. Drama- and Play-Based Pedagogies

Drama strategies and play-based pedagogies play a critical role in promoting active learning and enhancing literacy skills (Booth, 1994; Heathcote & Bolton, 1995; Nanda & Susanto, 2021; O’Neill, 1995; Wagner, 1988). These techniques deepen comprehension, enhance problem-solving, increase motivation, and make thinking visible (Booth, 1985; Deliman & Breitenstein, 2022; Martello, 2001; Montgomerie & Ferguson, 1999; Rowe, 2007). Drama- and play-based approaches also facilitate critical dialogue, enabling young children to explore social realities and cultivate empathy (Edmiston, 2007; Heathcote & Bolton, 1995; Medina, 2004). Dramatic inquiry fosters dialogic exchanges, where students collaboratively construct narratives and explore multiple perspectives. Through embodied experiences and social interactions, children construct meaning and engage in reflective processes that expand their understanding of language and literacy (Denzin & Lincoln, 2011).

5. Conceptual and Theoretical Frameworks

5.1. Sociocultural Theory

This study is grounded in Vygotsky and Cole’s (1978) sociocultural theory, which emphasizes the role of social interaction in cognitive and linguistic development. Literacy is framed as a social act shaped by cultural and historical contexts (D. Barton et al., 2000; Lewis, 2001; Muspratt et al., 1997; Street, 2003). Lave and Wenger’s (1991) concept of “communities of practice” further informs this perspective, highlighting how shared participation in literacy practices fosters meaning-making and identity formation. By providing opportunities for children to explore social issues collaboratively, educators can cultivate inclusivity and empathy in the classroom (Newstreet et al., 2018). Engaging with diverse literature enhances meaning-making (Hope, 2018; Leland et al., 2013; Papen & Peach, 2021), while dialogic exchanges around picturebooks allow children to navigate social issues and build a shared understanding of empathy.

5.2. Critical Literacy Inquiry

Critical literacy serves as a key lens for examining how young learners question dominant narratives and engage with texts as agents of social change (Freire, 1990; Lewison et al., 2002; Vasquez et al., 2019). Vasquez et al. (2019) assert that teachers’ negotiation of critical literacy practices is shaped by the learning context. To navigate diverse perspectives, individuals must engage in active listening with an open heart and an open mind (Ramsey, 2015). Greene (1995) advocates for questioning societal inequities as a catalyst for social change. In the classroom, critical literacy fosters a space for collaborative relationships, where students can engage in inclusive dialogue and explore issues of power and privilege. This approach nurtures an environment where all ideas are valued and the potential for social change is realized.

Incorporating critical literacy into the classroom requires ongoing, conscious dialogue, where students actively engage with the text of the world, revisiting ideas together to inspire positive change (Freire, 1990). This process illuminates the roles of discourse, power, and access (Janks, 2000), helping students understand their place in the world while addressing inequitable power structures that perpetuate marginalization and harm. When combined with sociocultural theory, critical literacy creates a framework that empowers students as knowledge producers, positioning them to suggest more equitable outcomes (Vaughn, 2021).

5.3. Dialogic Pedagogy as a Framework for Empathy and Inquiry

Dialogic pedagogies provide a crucial lens for fostering critical thinking, reasoning, and empathy in the classroom (Edwards-Groves, 2023). It positions students as active participants in constructing knowledge through interactive discussions and inquiry-driven learning. In this study, dialogic teaching practices ensure that the voices of the young learners remain central, facilitating their academic and social development (Alexander, 2008). Dialogic interactions foster collaborative learning and empower children to navigate social issues while advocating for more inclusive and empathetic communities.

Research suggests that dialogic interactions help children articulate emotions, consider diverse viewpoints, and develop ethical reasoning, extending beyond the classroom to influence broader social interactions and community engagement (García-Carrión et al., 2020). Through dialogic exchanges and dramatic inquiry, students explore multiple perspectives, co-construct knowledge, and develop metacognitive awareness of empathy (Flint, 2018; Wohlwend, 2022). These sustained engagements reinforce the study’s focus on fostering agency and social responsibility, supporting students in becoming critical thinkers and compassionate individuals.

By integrating these theoretical perspectives, this study aligns its framework with its objectives: to investigate how young learners engage with dialogic literacy practices to develop empathy, navigate social issues, and exercise agency in their learning communities. The following sections outline the study’s methodology, context, and participants, along with procedures for data collection and analysis.

6. Methods and Materials

To address the research questions, this study employed a single-case study design in a Midwestern elementary school. The second-grade class became the “bounded system” (Yin, 2009), focusing on children’s responses and literacy practices during a multi-year qualitative investigation on the topic of empathy. According to Creswell (2002), “bounded’ means that the case is separated out for research in terms of time, place, or some physical boundaries” (p. 485). This article discusses findings from one year of the longitudinal project.

7. Context and Participants

Located in a small Midwestern town, Lincoln Elementary (all names are pseudonyms) served as a site for the study. The school, which houses approximately 400 students in grades K-6, provided a rich environment for exploring dialogic pedagogy. The town is a predominantly working-class community with a mix of lower–middle-income families. Approximately 45% of students at Lincoln Elementary qualify for free or reduced lunch, suggesting a range of socio-economic backgrounds. The school promotes literacy through daily read-aloud sessions and designated silent reading times, though students’ prior exposure to critical thinking activities varied. Some students had prior experience discussing themes of empathy in literature, while others were engaging in these discussions for the first time.

The study focused on a second-grade class comprising 12 females (one biracial and 11 white), eight males (one Asian American and seven white), and one white female classroom teacher. All demographic details, including gender and race, were self-reported by the participants. Mrs. Rose, the general education classroom teacher with over 30 years of teaching experience, demonstrated a strong interest in fostering empathy through her teaching. We collaborated extensively, co-facilitating read-alouds, leading discussions, and designing dramatic inquiry. These share responsibilities enriched the data collection process. As the researcher, I alternated roles as observer and co-teacher.

8. Procedures

The Institutional Review Board approved all procedures for this study. All children in the second-grade classroom were invited to participate, with written consent obtained from parents or caregivers and written assent obtained from the children at the same time. Children completed a simple assent form with their caregivers, which included a thumbs-up or thumbs-down option to indicate their decision to participate. To ensure data privacy and security, video recordings were securely stored on an encrypted external hard drive accessible only to the researcher. Names and other identifying details were removed during transcription to protect participants’ anonymity.

Over the course of 22 weekly 1 to 1.5 h sessions, students engaged in picturebook read-alouds, rich discussions, and responses through writing and dramatic play. Read-aloud sessions occurred in a whole group setting, while discussions unfolded in various formats, including large group, small group, and paired “turn and talk” activities.

Data collection included 22 video recordings (44 total, from two camera angles), semi-structured interviews, observation field notes, written artifacts, and reflective memos. Pre- and post-interviews were conducted with both the students and Mrs. Rose. I asked the students about their preferred learning strategies and how learning experiences influenced their overall understanding of empathy. Interviews with Mrs. Rose focused on her pedagogical decisions and reflections on being a participant and co-researcher. Informal interviews were also conducted, allowing students to elaborate on their written responses and dramatic engagements. Transcriptions of video and audio recordings revealed notable patterns and deeper insights. Additional data included photographs of the classroom and artifacts, such as student-created posters and artwork. Field notes and analytic memos further supported triangulation and reflexivity throughout the data analysis.

9. Overview of Curricular Engagements

9.1. Picturebook Read-Alouds

Throughout the study, children’s picturebooks served as the primary tool for addressing social and global issues. Read-aloud sessions, led by the researcher or the classroom teacher, featured collaboratively chosen books. Despite the availability of newer titles, the teacher’s preference for certain titles in her classroom library was honored to maintain routine practices. Book selection was also prioritized by student interest and the specific needs of the class. We aimed for books told from multiple perspectives.

Table 1. Picturebooks about social issues and topics for discussion.

Introduction: What is Empathy? Stand in My Shoes (Sornson, 2013)

Belonging

*Fry Bread: A Native American Family Story (Noble Maillard, 2019) *Where Are You From? (Saied Méndez, 2019) My Name Is Sangoel (Williams & Mohammad, 2009)

Bullying

The Invisible Boy (Ludwig, 2013) Each Kindness (Woodson, 2012)

Identity

Amazing Grace (Hoffman, 1991) *Alma and How She Got Her Name (Martinez-Neal, 2018) *The Proudest Blue: A Story of Hijab and Family (Muhammad, 2019)

Perspective-Taking

Last Stop on Market Street (de la Peña, 2015) Hey, Little Ant (Hoose & Hoose, 1999) Big Red Lollipop (Khan, 2010) *Drawn Together (Le, 2018)

Poverty

Those Shoes (Boelts & Jones, 2009) *On Our Street: Our First Talk About Poverty (Roberts, 2018)

Activism/Agency

The Youngest Marcher: The Story of Audrey Faye Hendricks, a Young Civil Rights Activist (Levison, 2017) *We Are Water Protectors (Lindstrom, 2020) One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia (Paul, 2015)

* added titles for further exploration.

shows examples of books used in the study along with newer titles that could be used with educators and students interested in exploring the topics suggested.

Various drama and writing strategies were employed to deepen student engagement. Many students were unfamiliar with drama as a learning tool, requiring introductory lessons to build their comfort and understanding. Drawing from my teaching experiences, I selected diverse drama techniques while Mrs. Rose supported facilitation.

Table 2. Description of several drama strategies and writing activities used in the study.

Drama Strategy and Description	Writing Activity and Description
Tableaux—Dramatic engagement where participants make still images with their bodies to represent a scene	Defining Key Terms—In this activity, the children were asked to define empathy; this occurred at the start of the data collection phase and during the closing interviews
Reader’s Theater—Dramatic engagement where the students orally read scripts (usually the reader takes on one specific role)	Persuasive Writing—In this activity the students were persuading the reader to believe the boy should or should not squish the ant as an ending to the story Hey, Little Ant (1999)
Process Drama—A form of dramatic inquiry where the teacher and students create imaginary worlds to work through events and to address challenges using improvisation and elaboration (O’Neill, 1995)	Partner Writing—In this activity the children wrote about the similarities and differences they had with a partner after discussing the story, Same, Same but Different (2011). This occurred on a writing template that was created so that the children could write their personal stories side-by-side on one piece of paper.
Character Role-play with Props—Dramatic engagement where those in role imagine what it is like to step into a character’s shoes	Writing in Role—In this activity the children were writing as if they were the main character in Red, A Crayon’s Story (2015)
Hotseating—Dramatic engagement where a person (playing in role) sits in the “hotseat” and is asked questions by others who can be in or out of role	Writing to Explain Understanding—In this activity the students write about a character who felt empathy in the story The Invisible Boy (2013)
Improvisation with Props—Unplanned dramatic engagement where those in role use props and improvise	Open Writing—This writing activity encouraged the children to make up their own stories that included empathy or to write about real-life experiences that include someone who felt empathy
Mantle of the Expert—This involves the creation of a fictional world where students assume the role of experts (Heathcote & Bolton, 1995)

outlines several key drama strategies and corresponding writing activities. The inclusion of the Mantle of the Expert technique (described in Table 2) addressed gaps in the research by exploring the use of picturebook read-alouds to address empathy in a more nuanced way over an extended period of time. Writing activities, collaboratively developed with the teacher, assessed student understanding of empathy in connection with the daily discussions and picturebook read-alouds.

9.2. Sample Activity Plan Using Picturebooks and Drama

This section introduces a sample activity plan used during the study:

Title of Lesson: Understanding Empathy Using, The Invisible Boy

• Objectives:
  • Develop students’ ability to recognize and discuss empathy;
  • Engage students in dramatic play to explore different perspectives;
  • Encourage reflection through writing and group discussions.

Procedure:

• Read-Aloud and Discussion (20 min)

  ○

  The teacher reads, The Invisible Boy, by Trudy Ludwig aloud.

  ○

  Students discuss the main character’s feelings and experiences, guided by the following questions:

  ▪

  How does Brian feel throughout the story?

  ▪

  What changes for Brian by the end?

  ▪

  Have you ever felt invisible? How did that experience make you feel?

• Dramatic Play (20 min)

  ○

  Students participate in a “Hot Seating” activity, where one student plays the role of Brian, and others ask him questions about his experiences.

• Writing Reflection (20 min)

  ○

  Students write a short response from Brian’s perspective: “How did it feel to be invisible? What could others do to make you feel included?”

  ○

  Students share their responses in small groups.

• Classroom Discussion (15 min)

  ○

  The teacher facilitates a final discussion about empathy and how students can apply these ideas to their daily interactions.

10. Data Analysis

The analysis of this qualitative case study was designed to capture the complexity of young children’s interactions with picturebooks, drama, and peer dialogue as they explored concepts of empathy and agency. Informed by both thematic analysis and a critical literacy framework, the data analysis process aimed to surface patterns in student responses while attending to issues of power, perspective-taking, and social responsibility. This dual approach allowed for a nuanced understanding of how students constructed meaning across multiple modes of engagement and how their learning evolved over time. The following sections detail the analytic strategies and validation methods used to ensure rigor and trustworthiness.

10.1. Thematic Analysis

The study employed thematic analysis (Fereday & Muir-Cochrane, 2006) to identify key themes across data sources. This iterative process involved multiple cycles of coding. The first cycle employed descriptive coding (Saldaña, 2016), creating a broad inventory of data. Coded elements started mainly with the participants’ narratives and my interactions only when they were “significant, bi-directional dialogic exchanges of issues and jointly constructed meanings” (Saldaña, 2016, p. 17). Attention was given to singular events that stood out as requiring deeper interpretive analysis. Initial coding cycles were accompanied by analytical memos that documented reflections on identified patterns.

Subsequent coding cycles involved pattern coding to refine and consolidate categories. Recoding allowed for the reclassification of data into new categories, ensuring the analysis remained rigorous and reflexive. Coding was conducted using both a priori and open codes. A priori codes were developed based on existing literature on empathy and critical literacy (e.g., “perspective-taking,” “inclusion,” and “social responsibility”). Open codes were identified through repeated analysis of the data, allowing for new patterns to be recognized by the researcher. The coding process was conducted using traditional text analysis methods in conjunction with ATLAS.ti, a qualitative data analysis software. I systematically reflected on potential biases and maintained a transparent analytic plan to ensure trustworthiness (Nowell et al., 2017).

To enhance the trustworthiness of the analysis, I employed multiple validation strategies. Member checking was conducted by sharing preliminary findings with the classroom teacher, who provided feedback on whether the themes accurately reflected the students’ engagement and responses. For instance, when coding instances of “perspective-taking,” the teacher’s insights helped refine my interpretations, ensuring that subtle expressions of empathy were not overlooked.

Additionally, peer debriefing was integral to the analytical process. A peer researcher, an experienced qualitative scholar, reviewed selected transcripts and independently coded excerpts. In one instance, I initially categorized a student’s response as demonstrating “inclusion,” while the peer researcher argued it better aligned with “social responsibility” due to the student’s explicit call for action. Through discussion, we determined that the response contained elements of both and revised the coding framework accordingly.

A detailed audit trail was maintained to document key decisions, such as coding choices, category revisions, and justifications for analytic shifts. This process provided transparency in how themes were developed and ensured that conclusions were firmly grounded in the data. These practices—member checking, peer debriefing, and maintaining an audit trail—were essential in ensuring the credibility and rigor of the study’s findings.

10.2. Critical Literacy Framework

I also analyzed the data through a critical literacy lens (Janks, 2000; Lewison et al., 2002). This framework informed how students negotiated diverse perspectives, questioned dominant narratives, and engaged with issues of power and privilege. Each phase of coding was accompanied by reflective memos, which helped conceptualize how children made meaning of texts and classroom discussions. The cyclical nature of coding and recoding allowed for the identification of themes grounded in student interactions and responses.

After coding, data excerpts were categorized, and analytical memos documented relationships between themes. Themes were identified through the systematic merging of categories and were analyzed in relation to the study’s critical literacy framework. Engaging in multiple cycles of coding and reflection ensured a commitment to rigor and the in-depth analysis required to answer the research questions.

Table 3. Thematic and critical analysis questions used during analytical phases.

Thematic Analysis Questions

In what ways do the participants respond to the various curricular aspects of the study? What issues do the participants consider? What critical and/or creative processes were present in the participant’s responses?

Critical Analysis Questions

How do the participants challenge and/or question power and privilege? How do the participants negotiate diverse perspectives? Does the activity influence the participants to take on new positions and/or challenge cultural assumptions? How do the participants respond to larger social and cultural systems? How do the participants show that they are taking action and/or how do they demonstrate agency?

outlines guiding questions used to analyze student engagement through a critical literacy perspective.

While I reflected on potential biases throughout the analysis, I further ensured the credibility of the findings by considering how these reflections influenced my interpretations. For example, my understanding of critical literacy and empathy shaped how I viewed students’ responses, and I remained open to adjusting my interpretation if new insights arose during the coding process. This ongoing reflection helped me remain mindful of my own positionality and how it might have shaped the analysis, thus enhancing the credibility of my findings.

11. Researcher Positionality

As a former elementary educator and current teacher educator, my passion for critical literacy, empathy, and social justice stems from years of working with young learners and exploring the power of storytelling in shaping perspectives. My commitment to ethical and participatory research is rooted in a belief that learning should be a collaborative and reflective process where students engage with diverse narratives to understand multiple viewpoints. Influenced by scholars and practitioners who emphasize critical inquiry, I have sought to create spaces where children can question, reflect, and act on social issues. My dual role as both an insider and outsider in this research context allows me to examine the complexities of literacy practices while maintaining a deep respect for the voices of those involved. This work is both personal and professional, driven by the conviction that literacy can be a vehicle for meaningful social change.

12. Results and Key Themes

The results are organized into three themes that were identified through data analysis, illustrating how dialogic pedagogy fostered empathy and agency. These themes highlight key curricular engagements that nurtured the children’s capacities, focusing on how specific strategies facilitated meaning-making and inquiry-based responses to empathy. The dialogic discussions centered around picturebooks revealed how students negotiated meaning and demonstrated increased metacognitive awareness. Additionally, the findings explore pedagogical practices and curricular engagements arising from reading multiple children’s picturebooks.

13. Student Agency and Dialogic Engagement

Amazing Grace (Hoffman, 1991) tells a story of a determined young girl who pursues the lead role in her class play despite objections from classmates regarding her race and gender. We included this book in the study because it generated complex and unexpected data, even as controversies surrounding perpetuated stereotypes prompted changes to the 25th-anniversary edition. Continuing dialogue about picturebook authenticity and the messages they convey is crucial. Ultimately, the classroom teacher and I selected this book because it can be viewed from multiple perspectives and for its portrayal of a relatable act of courage.

When we divided the class up into smaller groups for process drama, uniquely different conversations emerged. Process drama, a form of dramatic inquiry, invites teachers and students to create imaginary worlds to explore events and challenges using improvisation and elaboration (O’Neill, 1995). As the session began, Mrs. Rose asked her small group if it should matter whether the person playing Peter Pan was a boy or a girl. Several responses across the group said, “NO!” Rachel chimed in, “A person’s a person no matter how different.” I interpreted this clear reflection of the students’ belief that gender should not limit roles. Their responses demonstrated agency (Vaughn, 2021) and critical reflections on gender (Flint, 2020).

During dramatic inquiry with my group, Ella proposed an inclusive strategy for challenging gender roles in our reenactments, saying, “We don’t have to go by gender” when assigning roles. The theme of understanding power and discrimination carried into the dramatic inquiry portion of the session, where Ella’s enthusiasm endorsed fostering empathy through dialogic exchanges. As we collaboratively made sense of the material, a notable moment arose when two students acted out a scene.

One student stated, “You can’t play Peter Pan. He isn’t black.”

Ella first said, “That’s kinda rude!” then added, “That’s racist.”

Although the student repeated a line from the story, Ella appeared troubled, as if hearing it for the first time. After the scene, I gathered everyone in a circle for discussion and asked Gary how he felt being told he could not play Peter Pan.

Gary said, “Bad, because I don’t like it when people call me racist,”

Ella interjected, “Peter Pan may be white, but if she (Amazing Grace) puts her mind to it, she can be anything she wants, not due to her skin color but with her imagination. She can imagine. She doesn’t care if she’s black or not.”

This exchange illustrates how participants challenged and questioned power and privilege, directly responding to the critical analysis questions. Recognizing the importance of addressing these issues, I facilitated a deeper discussion to clear up misconceptions and provide a space for all students to contribute. I asked the group to clarify the term “racist.”

Eli explained, “The racist part was whenever Natalie said you can’t be Peter Pan ‘cause you’re black and Peter Pan is white. That’s kind of racist.”

Ella affirmed, “That’s pretty racist!”

Jason, who had been sitting quietly, said, “I don’t know what racist means.” Brittany offered, “Racist means being mean because of skin color.”

Lila added, “That’s mean.”

This discussion exemplifies how children negotiated diverse perspectives and took on new positions, addressing another key critical analysis question. Ella and Gary’s personal narratives enriched the dialogue, allowing students to critically examine their understandings. These collaborative exchanges created openings for deeper comprehension, which likely would not have surfaced during a simple reading of the story.

Upon reviewing the transcription, I observed how the dramatic engagement empowered the students to demonstrate agency and better grasp the topic through creative drama. Selecting picturebooks that prompt critical examination enabled the students to connect texts to real-world issues and foster empathy. Critical literacy frameworks revealed how students explored multiple perspectives and took action embodying various roles (Lewison et al., 2002). Addressing issues of power and privilege (Janks, 2000) through classroom discussions and dramatic engagements encouraged inclusivity and meaningful inquiry.

Interestingly, the one student who said, “I don’t know what racist means” was the only person of color in the group. This observation raises questions about social constructs and how children come to understand complex issues like racism. These critical conversations, which naturally arise in classrooms, require thoughtful facilitation. Dialogic and dramatic interactions linked broader social and cultural systems to the children’s personal narratives, fostering collaborative meaning-making (Farini et al., 2023).

For students to interrogate multiple viewpoints, they need opportunities to investigate texts with social and political issues (Tschida et al., 2014; Turner et al., 2023). Agency has the potential to shape outcomes in various contexts. As educators, we can nurture student agency (Vaughn, 2019) by creating opportunities for empowerment (Ellsworth, 1989) and by recognizing how they position themselves and are positioned in the classroom. These second graders demonstrated empathetic values and a strong sense of agency, advocating for equitable outcomes for all.

Students further demonstrated agency by actively engaging in discussions, challenging stereotypes, and negotiating multiple perspectives. Their ability to negotiate different perspectives through play highlighted their growing capacity for critical reflection and decision-making. Role-play and drama strategies reinforced student agency, allowing them to take ownership of their learning. During hotseating, students took turns embodying characters from picturebooks, deepening their understanding of character motivations and emotions. This dynamic approach fostered deeper engagement and empowered students to analyze social issues critically.

14. Fostering Inclusivity Through Collaborative Inquiry

The data revealed the profound impact of exploring the students’ sense of belonging. After months of exploring picturebooks and participating in drama activities, the classroom teacher and I sought to enhance the student-driven nature of the dramatic inquiry. This phase of the study utilized the Mantle of the Expert strategy (Heathcote & Bolton, 1995), which places students at the center of the learning. In this approach, students adopt expert roles in an imagined world, fostering leadership, collaborative learning, and personal meaning-making. To ensure alignment with the thematic and critical analysis questions outlined in Table 3, this section examines how participants responded to curricular engagements, the critical and creative processes they employed, and how they negotiated diverse perspectives.

To ease into this strategy, we revisited themes from picturebooks studied earlier semester. The students eagerly engaged with this approach, drawing on prior knowledge to summarize events, identify themes, and make connections. Through questioning and discussion, they monitored their comprehension, demonstrating and deepening their understanding of the texts. These practices facilitated the transition to dramatic engagement and supported key literacy skills.

During this session, the students examined various perspectives from books such as The Invisible Boy (Ludwig, 2013) and Each Kindness (Woodson, 2012). They also grappled with race and gender issues in Amazing Grace (Hoffman, 1991). These texts extended the students’ exploration of broader social practices (Leland et al., 2013) that extended far beyond the classroom walls.

Through collaborative conversations, we identified “sense of belonging” as the overarching theme, as shown in Figure 1. To embody this concept within the dramatic inquiry, the students worked together to create an imagined organization dedicated to fostering inclusivity and support. In Figure 2, the children brainstormed potential names for the imagined center, then voted to select th final title. After a thoughtful discussion incorporating multiple perspectives, they settled on The Helping Center: A Place Where Everyone Can Fit In, a combination of the choices with the most votes. This center became the foundation for the student-led dramatic explorations using Mantle of the Expert, allowing students to step into roles as problem-solvers, decision-makers, and advocates within their imagined world.

The students designed every aspect of The Helping Center, including its motto, architectural features, job roles, and descriptions. They engaged in role-playing as guests and employees, demonstrating meaning-making through these learning engagements.

14.1. Conducting Research

The young children conducted research to inform their decisions about creating The Helping Center, starting with a library session. In small groups, they explored various topics related to helping others and fostering belonging. One student, inspired by personal experience, expressed interest in becoming a counselor. This eagerness and the student’s response (see Figure 3) exemplified how personal experiences influenced their engagement.

Class discussions on empathy resonated in their research, as seen in written artifacts. Scaffolded questions fostered curiosity and guided discoveries. For example, Vanessa, while reviewing a book about nurses, said, “People thought…years ago, um, nursing was thought to be a women’s job.” I asked, “Now, what do we know?” She confidently replied, “Boys…men can be, um, nurses.” I said, “That is important to think about as we are planning our center, right?” She pointed to a male in the photo (see Figure 4) and repeated twice, “HE’S a nurse! HE is a nurse!” This reaction highlighted her attention to social constructs and the disruption of traditional gender roles. Vanessa’s inquiry challenged stereotypes, showing how dialogic interactions foster critical thinking and inclusivity.

14.2. Creating Jobs and Job Descriptions for the Helping Center

During one session, students engaged with the picturebook One Plastic Bag (Paul, 2015), which sparked discussions on activism, empowerment, and perseverance. Inspired by the book, the children brainstormed 20 different jobs or The Helping Center, including roles such as teachers, animal caretakers, and medical professionals. They eagerly selected positions, demonstrating enthusiasm and ownership.

Next, the students collaboratively crafted job descriptions. With guidance from Mrs. Rose, they defined duties for each role. This inclusive process ensured that every student participated meaningfully. For instance, the life coach’s description stated, “help(s) them get along with other people” and “helps them deal with issues” (see Figure 5). Such responses reflected students’ understanding of social and cultural systems.

Another job description (see Figure 6) illustrated societal portrayals of good versus bad character through the role of a security guard. These examples showed how students’ personal histories influenced their interpretations. Throughout the study, I observed how participants connected to broader social systems, highlighting the link between critical literacy and empathy.

Students applied their prior learning to real-world situations by building their imagined organization from the ground up, focusing on fostering inclusivity and support. They engaged in role-playing as guests and employees, designing job roles and responsibilities. Research on job functions, discussions on empathy, and brainstorming sessions reinforced their agency and understanding of how inclusivity operates in different social systems. This immersive experience not only deepened their engagement with critical literacy but also empowered them as decision-makers and problem-solvers in a collaborative environment.

15. Empathy Development: From Dialogue to Action

Students’ understanding of empathy deepened through sustained dialogic interactions in role-play scenarios, where they explored social dilemmas, such as helping an immigrant adapt to a new country. By stepping into different roles (e.g., doctor, cook, foreign language supporter, etc.),they examined various perspectives and collaboratively problem-solved ways to offer support (see Figure 7). This section explicitly addresses the thematic and critical analysis questions outlined in Table 3, focusing on how participants responded to curricular engagements, the issues they considered, and how they negotiated diverse perspectives. The role-play activities provided insights into how children’s interactions with literature reflected their understanding of empathy and how they demonstrated agency through problem-solving and perspective-taking.

In one scenario, students considered the needs of an immigrant moving from Mexico to the United States. They took on roles such as medical doctor, foreign language support, cook, and caregiver and discussed whether the move was voluntary or forced. Their conversations focused on the types of support an immigrant would require to feel cared for. This dialogue sparked reflections on geography, cuisine, and language barriers, fostering deeper discussions on empathy and compassion. Throughout the exchange, students’ growing awareness of larger social and cultural systems informed their advocacy for equity, highlighting the diverse needs of others.

A comparison of pre- and post-interview data revealed significant shifts in students’ understanding of empathy. Before the study, none of the students were able to correctly define empathy. Their responses to the opening prompt “I think empathy means…” included statements such as “you feel good about something you did” and “help(ing) someone.” The closing interview transcriptions (see

Table 4. Sample transcriptions from post-interview data.

Interview Questions	Post-Interview Responses
What does empathy mean? How can having empathy help?	“Putting yourself in someone else’s shoes. Trying to think of others’ feelings. It is important to show empathy so that we can make the world a better place.”—Vanessa “It means how others would feel and standing in their shoes if they’re getting left out. Um, if everybody haves it, everybody would be nice to each other.”—Rick
What do you think is the most important thing that you’ve learned?	“Not to bully or uninclude people or leave someone out which is basically unincluding them.”—Vanessa “Um, standing in other people’s shoes. Um, it helps because, if somebody got left out if you standed in their shoes, you would see how it feels to be left out.”—Rick
What is something that you learned that might help you in the future?	“Um, helping people out if they need something. Understanding what they are feeling.”—Vanessa “Being nice to other people.”—Rick
Do you think we should learn about other people’s perspectives? If so, why? If not, why not?	“Um, yeah. So, they can feel how they’re feeling and know how they’re feeling so if they do something wrong they can fix that.”—Vanessa “Yeah, because it, um, it might not feel good if you leave people out.”—Rick
How could having empathy help you think about other cultures or other places?	“I could study about their language and help them about ours. They can understand our world or our part of the world.”—Vanessa “If there’s a person that needs help, you can help them.”—Rick

) demonstrated how the students’ empathy evolved over time. After the study, responses reflected deeper comprehension, such as “Putting yourself in someone else’s shoes” and “Thinking about how others feel and what they need.” Their responses framed empathy as a distinguishing trait, and they recognized that intentional empathy could foster social change and deeper connections. This progression explicitly responds to the thematic analysis question regarding how specific strategies enhance meaning-making when discussing empathy.

One interview stood out for its depth and insight. Ella, who was moving before the school year ended, shared her favorite activity:

Ella: “The best thing about it was you get to imagine what you would do and if it was true.”

Me: “How can what we’ve talked about with empathy carry over into your life outside of school or when you move to a new school?”

Ella: “I think, um, at my new school I’d actually teach them about empathy and say I learned about it at my old school.”

Me: “Oh. What would you teach them?”

Ella: “Um, about how, um, we learned all this stuff, and agents for change, and all this cool stuff we did.”

Me: “I’m curious to know if you think people should learn about other people’s perspectives?”

Ella: “Yeah.”

Me: “Why?”

Ella: “I think that would be something great in the world. So, if you like… so you know how you only see your perspective, what if you could see out of other people’s eyes and be them for a day.”

Me: “How would that make the world different?”

Ella: “It would, um, change the way they would see and feel about the person that they’re seeing their eyes through.”

Me: “Is that a good thing…a bad thing…what do you think?”

Ella: “Um, I think that it would be a good thing because then if everybody was able to look through the person’s eyes that they dislike or that they don’t really like that much, I think they’d change because some people could be under trauma, they could be under anything bad and you might actually want to care for that person.”

Ella’s thoughtful reflections emphasized the transformative power of perspective-taking. She highlighted the importance of considering trauma and difficult experiences when forming judgments, weaving together social, critical, cultural, and historical understandings of human connection. Her insights underscored the value of fostering empathy as a means for building meaningful relationships.

In discussions with Mrs. Rose, we noted that students developed conflict resolution skills by gaining a deeper understanding of empathy and adopting a shared language to express it. These inquiry-based activities enhanced communication in the classroom and fostered a community grounded in care. Themes of power dynamics, perspective-taking, and inclusivity were prominent throughout the study. The students’ agential moves played a crucial role in creating a compassionate environment where everyone’s needs are valued.

Teachers who offer opportunities for students to demonstrate agency and engage in meaningful learning experiences contribute to their understanding of local and global issues (Crawford et al., 2019) and the importance of human connection. Krznaric (2014) argues that deep social change begins with changing individual interactions through empathy. Mrs. Rose emphasized “planting the seed for it to be able to grow,” reflecting on the study’s approach. Integrating social interactions into literacy learning fostered cognitive development (Taylor & Leung, 2019) and encouraged reflection on social responsibility.

16. Discussion and Implications

Empathy fosters better relationships, which can lead to compassion and ultimately promote positive social action against inequitable power structures. By resonating with others’ perspectives, individuals are more likely to exhibit generosity and altruism while reducing prejudice (Suttie, 2021). Through intentional pedagogical design, teachers can nurture empathy and critical thinking, guiding young children to engage in self-reflection and meaningful dialogue (Vaughn, 2021). Picturebooks and drama engagements provide powerful tools for initiating discussions about empathy and social responsibility (Crawford et al., 2019). Prolonged engagement allows children to challenge assumptions and deepen their understanding of complex issues. By creating spaces for student-led inquiry, teachers provide spaces for children to show empowerment to address social issues in developmentally appropriate ways (Vasquez et al., 2019).

This study highlights the evolution of children’s understanding of empathy over time as they engaged in critical self-reflection and challenged societal norms (Harste, 2014; Leland et al., 2005). We found that students frequently revisited their initial responses during discussions, showing evidence of perspective-taking and evolving empathy. This iterative process of reflecting and reconsidering viewpoints underscores the significance of dialogic interactions in fostering deeper social understanding.

Through collaborative discussions, the children developed a nuanced understanding of empathy as a multi-faceted construct. Teachers play a crucial role in facilitating these discussions and providing opportunities for children to explore diverse perspectives (Taylor & Leung, 2019). When planning learning engagements, such as establishing The Helping Center, educators must be mindful of how their own biases may inadvertently disrupt learning. This study demonstrated the importance of knowing when to step back as facilitators, particularly when stereotypes arise. Further research could investigate this pedagogical framework.

The transformative potential of dialogic pedagogies (Kim & Wilkinson, 2019; Lyle, 2008) in fostering young children’s critical thinking, reasoning, and empathy is evident in this work. Through sustained engagement and student-led inquiry, children developed the skills and mindsets necessary to advocate for marginalized groups and enact positive change within their communities. By promoting empathy and social responsibility, educators can create a supportive learning environment where children feel empowered to make meaningful contributions and help build a more caring and civil society.

Beyond the classroom, these findings have broader implications for fostering empathy in community and social settings. When children are given the tools to critically engage with diverse perspectives, they are better equipped to navigate social interactions with understanding and compassion. Encouraging young learners to challenge biases and think deeply about others’ experiences can contribute to more inclusive communities where individuals recognize and value multiple perspectives. This study suggests that incorporating dialogic engagements and critical literacy practices into early education can serve as a foundation for long-term social change as children carry these lessons into their broader lives.

By centering the voices and agency of young children, this work demonstrates the profound impact of early dialogic engagements on their social, emotional, and cognitive development. It underscores the necessity of implementing practices that foster empathy, encourage critical inquiry, and empower young learners to navigate and challenge social inequities. As educators continue to design and refine curriculum, it is imperative to prioritize pedagogical approaches that nurture compassion and agency, planting the seeds for transformative social change in the earliest years of education.