This study explores award-winning nonfiction picture books from the last ten years (2013–2023) that feature collective action for social justice in early childhood education. Drawing from a critical content analysis of Orbis Pictus and Sibert Book Medal winners, we spotlight four books that showcase historical models of collective action. These texts challenge societal norms, inviting discussions on equity and fairness. Utilizing the Recognize, Ask, Do (ReAD) framework, we propose instructional strategies to equip educators in addressing unfairness and promoting collective action. Amid concerns of censorship, we empower educators to integrate quality literature that cultivates socially just mindsets. By emphasizing texts that promote collective action and social transformation, this study contributes to the discourse on equity and inclusivity in early childhood education, laying the groundwork for a more just society.

本研究探讨了过去十年（2013 年至 2023 年）获奖的非小说类图画书，这些图画书以幼儿教育中社会正义的集体行动为特色。根据对 Orbis Pictus 和 Sibert 图书奖章获得者的批判性内容分析，我们重点关注展示集体行动历史模型的四本书。这些文本挑战社会规范，引发关于公平和公正的讨论。利用“识别、询问、执行”(ReAD) 框架，我们提出教学策略，帮助教育工作者解决不公平问题并促进集体行动。出于对审查制度的担忧，我们授权教育工作者整合优质文献，培养社会公正的心态。通过强调促进集体行动和社会转型的文本，这项研究有助于幼儿教育中关于公平和包容性的讨论，为更加公正的社会奠定了基础。