Abstract
Shoshana Magnet and Catherine-Laura Dunnington present their findings from a project they built around Oliver Jeffers's picturebook The Heart and the Bottle (2010). Drawing from Jessica Whitelaw's assertions about the power of disquieting picturebooks as places of possibility for growth and development, preschool teachers employed listening, discussing, movement, and mark-making, inviting their preschool learners to sit with the hard feelings Jeffers's picturebook evokes.
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