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Abstract
Regardless of where schools are located, teachers face the challenge of teaching and mentoring children, not only in academic achievement but in social emotional development. When faced with challenges, young children are especially vulnerable because they lack the life experience and developmental maturity to adequately cope. Relying on the lead author's personal experiences in leading Guam's university teacher preparation program and in developing an early childhood education literacy program, this article demonstrates how teachers adapted popular Mother Goose nursery rhymes, tales, and local indigenous stories, making stories relevant to the local culture in Guam. Stories, specifically aligned with local cultures and traditions, are recommended as an intervention strategy to strengthen children's emerging literacy skills and to strengthen children's self-identity and resilience. In particular, offering opportunities for students to see oneself and one's culture in children's literature builds cultural esteem and a sense of community.
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