Children’s literature has emerged as a powerful medium for cultural education, enabling young readers to explore issues of identity, diversity, and belonging in accessible and engaging ways. Drawing on theoretical perspectives from Bruner, Vygotsky, Rosenblatt, and Byram, this article examines how children’s books function as cultural tools that foster empathy, moral imagination, and intercultural competence. Through concrete examples such as The Name Jar (Choi), Mirror (Baker), Grandfather’s Journey (Say), and Nasreddin Hodja tales, the analysis shows that literature can transform classrooms into dialogic spaces where children encounter multiple perspectives, question stereotypes, and connect stories to their lived experiences. A pedagogical framework is proposed that aligns texts with specific cultural aims, while emphasizing assessment methods that value reflection and growth rather than factual recall. The article concludes that children’s literature, when critically and inclusively mediated, offers not only a mirror of the self but also a window into other worlds and a doorway to cultural dialogue.
Seylbekova Dilfuza Muratbekovna (Fri,) studied this question.