Introduction

LGBTQ representation in children’s literature is a vital aspect of creating inclusive educational environments and fostering acceptance from a young age. Representation in literature allows children to see diverse identities and family structures that reflect the world around them. When children can identify with characters in books or learn about people with different experiences, they develop empathy, understanding, and the ability to embrace diversity. For children who may themselves be LGBTQ or come from LGBTQ families, seeing characters like themselves provides a sense of validation and belonging(Zipe, 2018). Literature, in this sense, can act as a mirror for LGBTQ children and families, helping them feel accepted and valued within the wider community.

Including LGBTQ representation in children’s literature also combats stereotypes and counteracts biases by normalizing LGBTQ identities. By presenting diverse relationships, families, and identities in a positive light, books play a crucial role in breaking down prejudices and misconceptions that young readers might encounter elsewhere. This is especially important as children begin forming their views on society and human relationships. Literature allows for controlled, age-appropriate discussions on these topics, which not only fosters inclusivity but also helps children develop an informed perspective on diversity.

An excellent example of a children’s book that addresses LGBTQ themes is And Tango Makes Three by Justin Richardson and Peter Parnell. This picture book, based on a true story, follows two male penguins, Roy and Silo, who form a couple at the Central Park Zoo. With the help of a zookeeper, they adopt and care for a baby penguin named Tango. This story conveys the message that love and family come in many forms, subtly introducing the concept of same-sex relationships in a way that is accessible and non-confrontational for young readers(Zipe, 2018).

And Tango Makes Three also highlights the idea of “chosen family,” showing children that families are defined by love and commitment rather than specific gender roles or biological connections. Through Roy, Silo, and Tango, young readers see a different kind of family that is equally loving and supportive, challenging any preconceived notions about what a family “should” look like. By doing so, the book also promotes the idea of acceptance, teaching children that all forms of love are valid and worthy of respect.

Literature Review

A literature review on the importance of LGBTQ representation in children’s literature reveals a growing body of scholarship emphasizing the positive effects of inclusive storytelling. Research suggests that children’s literature plays a significant role in shaping young minds and attitudes, often serving as both a mirror for children to see themselves and a window through which they can learn about others. LGBTQ-inclusive children’s literature, in particular, fosters empathy, challenges stereotypes, and provides validation for children who identify as LGBTQ or come from LGBTQ families.

A key study by Bishop (1990) introduced the concept of “mirrors, windows, and sliding glass doors,” suggesting that literature can reflect children’s own lives, offer insight into others’ experiences, and even allow children to enter new worlds. When children see themselves in stories, it strengthens self-esteem and cultivates a sense of belonging; when they read about others, it builds empathy and broadens their understanding of society. This theoretical framework has been widely applied to research on the need for diverse literature, including LGBTQ representation, in children’s books. Specifically, Bishop’s model underscores that LGBTQ-inclusive literature can act as a mirror for LGBTQ youth, who often feel isolated or invisible due to limited representation in media and books(Richardson & Parnell, 2005).

Goldman (2020) discusses the lack of LGBTQ representation in children’s literature historically and highlights the gradual increase in titles addressing this gap. She argues that diverse books help counteract stereotypes and introduce young readers to the idea that families and identities come in many forms. Goldman’s work further suggests that LGBTQ-inclusive books like And Tango Makes Three provide children with “gentle” entry points to understand LGBTQ issues, framing them within familiar, non-threatening contexts. Her research emphasizes that the normalization of LGBTQ identities within literature can help reduce prejudice among children, laying a foundation for more inclusive attitudes in adulthood.

Another important perspective comes from Flanagan (2017), who explores the implications of LGBTQ representation for children in non-LGBTQ families. She argues that exposure to LGBTQ-inclusive literature broadens children’s understanding of relationships and family structures, supporting the development of open-mindedness. Flanagan notes that children who are raised without exposure to diversity may inadvertently internalize negative stereotypes or biases, as they lack alternative narratives to challenge societal assumptions. Books like And Tango Makes Three provide such children with valuable counter-narratives, helping to normalize LGBTQ families and identities(Richardson & Parnell, 2005).

Text Analysis

And Tango Makes Three by Justin Richardson and Peter Parnell has garnered both praise and controversy for its portrayal of a same-sex penguin couple, Roy and Silo, who adopt and care for a baby penguin, Tango. Based on a true story from the Central Park Zoo, this book is widely recognized as one of the first children’s books to introduce LGBTQ themes through the lens of animal behavior, making it accessible and non-threatening for a young audience. By focusing on the universal themes of love, family, and care, Richardson and Parnell present a gentle narrative that normalizes diverse family structures, offering an age-appropriate exploration of same-sex relationships for young children.

One of the most significant aspects of And Tango Makes Three is its focus on love and caregiving without explicit attention to the characters’ genders. Richardson and Parnell use the penguins’ experiences to highlight themes of family, affection, and bonding, illustrating that these qualities are universal regardless of the parents’ gender. This approach is both subtle and powerful; by showing rather than telling, the book invites readers to empathize with Roy and Silo without directing their attention toward a moral or political message. For young readers, this normalization of a same-sex couple raising a child is likely to elicit curiosity, acceptance, and perhaps a new understanding of family dynamics.

The language and tone of the text also play a critical role in achieving this inclusive representation. The narrative uses simple, accessible language that reflects the emotional experiences of the characters, allowing children to grasp the story’s themes on an emotional level without needing complex explanations. The words are carefully chosen to be appropriate for young readers, with no explicit references to sexuality or romance. Instead, the text emphasizes words like “love,” “family,” and “together,” which resonate with universal experiences of care and affection. This approach effectively presents a same-sex relationship in a relatable way, especially for children who may not yet fully comprehend societal norms or labels around gender and relationships.

Illustrations by Henry Cole enhance the story’s message, providing visual cues that normalize Roy and Silo’s relationship. The illustrations show Roy and Silo engaging in familiar acts of parenting, such as sitting on the egg and feeding Tango, furthering the idea that they are, first and foremost, parents. The zookeeper’s portrayal as a benevolent figure who helps Roy and Silo become parents to Tango also reinforces the book’s acceptance-oriented message. His kindness and support of Roy and Silo’s relationship implicitly convey that LGBTQ families are deserving of the same respect and kindness afforded to other families. Through this supportive figure, the book subtly advocates for the acceptance of LGBTQ families, promoting the idea that love and family are fundamental values that transcend traditional gender norms.

Reflection on Teaching And Tango Makes Three to Young Children

Teaching And Tango Makes Three to a young audience (ages 5-7) requires a sensitive, inclusive approach that respects children’s developmental stages while fostering acceptance and understanding of diverse family structures. Drawing on Bishop’s (1990) concept of “mirrors and windows,” my teaching approach would center on guiding students to see both their own families and others’ families within the story. This age group is at a stage where they are forming ideas about family and relationships, making it an ideal time to introduce the concept that love and family come in many forms.

To facilitate understanding, I would focus on the themes of family and caregiving rather than introducing the concept of “same-sex relationships” directly, which could be too abstract for this age group. We would discuss questions like “What makes a family?” and “How do people and animals care for each other?” which encourage children to consider family as an experience defined by love and responsibility rather than specific family compositions. This approach aligns with Goldman’s (2020) findings that young children benefit from subtle representations of diversity in literature, which they can interpret in simple, relatable terms.

I would use the illustrations to guide discussions about family dynamics, pointing out how Roy and Silo’s behavior mirrors that of other animal families in the zoo. Using visual cues helps young readers understand that the care and love shown by Roy and Silo are natural parts of family life. Additionally, we would talk about the zookeeper’s kindness in helping Roy and Silo, framing this as an example of how people can support one another’s happiness and families(Bishop, 1990).

To create a sense of empathy and connection, I would encourage students to share their own family experiences and compare them to Tango’s family, guiding them to see that family love is universal. By avoiding labels and emphasizing common values of love and caregiving, this teaching approach aligns with Zipe’s (2018) research, which suggests that inclusive literature benefits children by affirming diverse experiences without introducing complex social issues prematurely(Flanagan, 2017).