Literature is an important part of the daily activity in preschool and it is also a powerful tool for reinforcing different norms. The purpose of this study is to explore, through qualitative interviews, for what purpose pedagogues in preschool use literature in their daily activity and what needs these pedagogues see for non-heteronormativity literature. The study also relates the needs that pedagogues see with the basic values presented in the Swedish National Curriculum for preschool. Literature is used in preschool for a wide range of purposes including; enriching the language, getting familiarized with the written language, show diversity, reinforce norms on how to be a good friend, as a starting-point for discussion, working with a theme or to have a fun time. The needs that the pedagogues see for non-heteronormativity literature can be divided in to three categories namely there is always a need, there is only a need when somebody requires that kind of literature to identify themselves with or there is only a need when somebody is being discriminated because of not belonging to the heteronorm. The need for non-heteronormativity literature being there always corresponds with the basic values in the Swedish National Curriculum for preschool and the recommendation that the basic values are visible in the daily activity of the preschool. The other needs doesn’t correspond with this, but it matches other parts of the Swedish National Curriculum for preschool.

My intention with this paper is to see if I can do a literature analysis by combining a queer perspective analysis with a classic literary-scientific analysis to get a wider perspective on three Swedish picture books. The picture books has a non-heteronomous family constellation since the main characters of the books are a  pair of homosexual giraffes. The three books are written by the same author and illustrated by the same illustrator. The authors name is Anette Skålberg and the illustrators name is Katarina Dahlquist. The name of the books are Jösta och Johan (2010), Junior börjar förskolan (2010) and Junior vill ha syskon! (2011). The books are published by Sagolikt förlag. One of my main purposes is to analyze the relation between the text and the pictures to see if they are symmetric or if they complete each other. The result shows that almost all of the pictures are symmetrical to the text which means they don't add anything to the story more than the esthetic aspect. I also read the books with a queer perspective and the results shows that the books are inviting to analyze from that perspective since the main characters are gay. I also discovered that the books are more interesting from a gender perspective than I thought since the gender of some of the characters is not explicit.