Early childhood education (ECE) scholars and teachers have been stating concerns regarding

young students’ attitudes towards social justice issues for decades. Recent findings suggest

that preschoolers still have a tendency for negative attitudes for individuals who in their eyes

seem different. By employing an ethnographic-based approach the current work aims to

explore how classic children’s literature can contribute to raising students’ awareness on a

range of issues related to the three Ds of social justice; difference, diversity and dignity.

Βooks of classic children’s literature were used into four inquiry-based lessons, that aimed to

facilitate stereotype recognition and to raise positive awareness to social justice issues related

to gender, race, disability and empathy. Participants included fifteen preschoolers at the age

of five at an International Baccalaureate (IB) in Switzerland. Data gathered through class

observation and interviews were analyzed through thematic analysis. The findings of current

work emphasize the significance of incorporating social justice education in the modern era,

emphasizing the use of classic literature as a tool to cultivate awareness of social justice

issues. It stresses the necessity for educators to initiate this teaching from the early years.

Utilizing classic children's literature, particularly texts that explicitly emphasize and celebrate

the Three Ds, proved effective in enhancing preschoolers' understanding of social justice

issues. The study revealed that the participating preschoolers developed critical reflection

skills that challenged stereotypes related to physical appearance, gender, color, ethnicity, and

ability. Moreover, they demonstrated the ability to engage in meaningful discussions about

empathy and kindness.