In previous researches we have offered a panoramic view about the presence of family structures different from the traditional one in children's literature, (Oltra Albiach, 2011), about the (shy) presence of protagonists with homo-parent, single- parent families reconstructed or intercultural in children's titles and about the publications of these characteristics in the literature for first readers that have seen the light in recent years (Oltra Albiach & Pardo Coy, 2013). It is noted that the introduction of these literatures in initial schools remains in general a pending matter, especially if we take into account that it is an ideal level to prevent and treat stereotypes and prejudices and above all because xenophobic, sexist, homophobic behaviors and bullying in general can begin to occur at these ages. Therefore, we have tried to bring our gaze to pre-school and first cycle of primary education in order to analyze the titles that are offered to students as first readings, from the idea of the importance of literature as a mirror of the society that produces it, of its characteristics, its achievements, its desires and its fears, and also highlighting the importance of the family and affective models in general that we give the children in their first contact with the written literature. The research has been done during the course 2013/2014 in ten public and concerted schools of the Valencian Community.