In this paper, the author looks at how she attempted to teach her students--preservice teachers--to engage in dialogic conversation about gay and lesbian identity using children's literature with gay and lesbian characters as a jumping off point. Through her analysis, the author has identified two requirements for dialogic conversation among…

Books should be selected on the basis of literary merit, not as a vehicle for instruction, since we don't know the psychological effects of specific works. (DD)

Introducing children to fantasy literature allows them to safely explore the problems and joys of being human. (JH)

Urges bibliotherapy for children who have been physically, sexually, or psychologically abused. (DD)

Literature for children that treats issues of separation and divorce is written on all levels of comprehension and reading ability. (JH)

Teachers of language arts charged with selecting books for class instruction should consider their responsibility to students, the educational program, and the greater community.

The language arts program in the elementary school offers an excellent opportunity for children to discuss life's intangible basics. (JH)

Dramatic play and role playing are two techniques that can be used to help children understand their feelings about death. (JH)

Bibliotherapy is the process of helping children find books that will help them personally. (JH)

Matching a young child to an appropriate book is an effective way of dispelling fears children might have of beginning school.

Discusses the use of children's literature to students with emotional and learning problems. (RB)

Describes 31 children's books that connect with children and illustrate the significance that books that amplify life can hold for young and old alike. Discusses books with language and illustrations that are compelling, and how stories and images work together. Describes how teachers and college students chose books and artwork to help themselves…

Demonstrates a method for teaching writing to emotionally handicapped children which treats writing as a "fun" activity, using a process writing approach. Shows through two examples that writing is a perfect vehicle for these children to air their emotions nonviolently. (SKC)