The Magic of Books in Early Childhood

Why books are a key tool for building identity, pride, and a sense of belonging in bicultural families

For Latina mothers raising their children in Europe, everyday life is full of small yet deeply meaningful decisions: which language to speak at home, how to pass on our roots, how to explain that belonging to two cultures is not a contradiction, but a richness.

Along this journey, there is a quiet yet powerful ally that accompanies many bicultural families from the very first years of life: children’s books.

This is no coincidence. Research in pedagogy, developmental psychology, and education confirms what many mothers intuitively feel: books do not only teach—they help build identity.

1. Books make the abstract tangible

In early childhood, children think in concrete terms. According to Jean Piaget, children between the ages of 2 and 7 are in the preoperational stage, during which they need visual and material support to understand the world.

For young children, concepts such as country of origin, family far away, or having two cultures can feel abstract when they are explained only through words.

An illustrated book turns these ideas into images, scenes, and recognizable characters. What was once invisible becomes real, close, and understandable.

Source:
Piaget, J. (1952). The Origins of Intelligence in Children.

2. Images and words together create deeper understanding

Cognitive science shows that we learn better when text and images are combined. The Dual Coding Theory, developed by Allan Paivio, explains that the child’s brain processes information through two channels: visual and verbal.

In illustrated books, this combination:

- improves comprehension
- strengthens memory
- makes learning more lasting

For a bicultural child, seeing two languages, two cuisines, or two landscapes illustrated reinforces the idea that both realities coexist and are equally valid.

Sources:
Paivio, A. (1986). Mental Representations: A Dual Coding Approach.
Mayer, R. (2009). Multimedia Learning.

3. What appears in a book is perceived as legitimate

From a very young age, children learn that books “explain the world.” According to educational psychologist Jerome Bruner, books are cultural artifacts that transmit socially validated knowledge.

For bicultural families, this is essential:
when a child sees their own story reflected in a book, they understand that their way of living is not just something that exists at home, but something that exists in the world and deserves to be told.

The implicit message is powerful: “my story matters.”

Sources:
Bruner, J. (1996). The Culture of Education.
Olson, D. (1994). The World on Paper.

4. Books offer permanence and a sense of security

Unlike spoken language—which disappears once it is said—a book remains. It can be reread, pointed at, shared, and rediscovered again and again.

Organizations such as UNESCO and the OECD highlight that repetition and the stability of written text strengthen early learning.

For migrant and bicultural children, this permanence provides a sense of security:
the book becomes a stable place where their identity is always represented, even when their surroundings change.

Sources:
UNESCO (2014). Teaching and Learning: Achieving Quality for All.
OECD (2012). Let’s Read Them a Story!.

And when that book is read aloud, its impact multiplies

The adult’s voice, the shared moment, and the repetition of words and images transform reading into an emotional experience. Research on early literacy shows that reading aloud strengthens the emotional bond with books and helps children truly make the content their own.

In bicultural families, these moments also become intimate spaces where language, identity, and emotional connection intertwine.

5. Books as mirrors: identity, pride, and belonging

Researcher Rudine Sims Bishop describes books as mirrors, windows, and doors. When children see themselves reflected in books, those books act as mirrors that validate their identity.

In the case of bicultural children, studies in intercultural education show that positive representation:

- strengthens self-esteem
- fosters pride in one’s roots
- reduces the feeling of not fully belonging

Linguist and educator Jim Cummins emphasizes that identity is a central factor in the emotional and educational development of multilingual children.

Sources:
Bishop, R. S. (1990). Mirrors, Windows, and Sliding Glass Doors.
Cummins, J. (2001). Identity Negotiation in Multilingual Education.
OECD (2018). The Resilience of Students with an Immigrant Background.

A message for Latina mothers (and fathers)

Choosing books that reflect both cultures is not a small gesture.
It is a way of telling your child, from a very early age:

Your story is real.
Your roots matter.
And you don’t have to choose between them.

At BicuKids, we believe that books do more than tell stories:
they help build identity, pride, and a sense of belonging—page by page.

PS: In a future article, we will explore why reading aloud from early childhood is one of the most powerful tools for supporting children’s emotional and cultural development.