Детская иллюстрированная книга как источник восприятия реальности: темы, образы, цветовое решение

Abstract

Traditionally, children copy the family and professional relationships of adults in their games. In the literature for children, the topic of studying the world around is important: both nature (in particular, the animal world) and social interaction — relations in the family and the children's team. A separate topic of children's literature is the study of the child's inner world: the formation of understanding and directions for the development of his emotions and feelings. In children of this age, a logical-conceptual connection is just beginning to develop, therefore illustrations in books for preschoolers are directly dependent on the text. Game motivation in a younger student is slowly giving way to a learning one, where actions are performed for the sake of certain knowledge and skills. This is a sure way to gain approval and recognition from both adults and peers, which determines the future status of the child (an important stage in the formation of self-esteem). There is no unequivocal opinion on the issue of the extent to which illustrations should be included in children's educational literature. Data on the influence of illustrations on the understanding of the text read by the child is ambiguous. Many researchers pay attention to the fact that the complete removal of illustrations may lead to a natural decrease in motivation to learn, and for this reason, “the motivational and attractive aspects of illustrations should not be ignored: it is well known that children love pictures”.