Children's Picture Books Research Articles

A literature review on the benefits of wordless picture books for children’s development.

Wordless picture books contain no printed text, a narrative is conveyed solely through illustrations. Professionals are not always convinced of the usefulness of wordless picture books, and an overview of the benefits or disadvantages of these books is also lacking. The aims of this review study were to 1) investigate the benefits and/or disadvantages of wordless picture books for children’s development, and 2) provide an overview of the characteristics of research on using wordless picture books with children. A systematic search yielded 35 peer-reviewed articles on the use of wordless picture books with children (aged 0 to 12). These articles show that wordless books may benefit children’s speech and language development and their psychosocial development. Wordless books may also have a positive impact on children’s environment, which may in turn benefit child development. For example, adults seem to interact with wordless picture books in such a way that they provide the right preconditions for children’s language development. Research on wordless picture books is characterised by small-scale studies with young English-speaking children. Studies with larger and other participant groups are needed. Nevertheless, this study provides evidence that wordless picture books are a promising tool for benefiting children's development.

Visual Stories as Educational Tools:

This study explores the efficacy of children's picture books in communicating complex environmental issues to young audiences, focusing on We Are Water Protectors and Autumn Peltier, Water Warrior. These books utilize the approach of Multimodal Discourse Analysis, to explore how pictures engage and educate about water protection. Through a detailed examination of interactions within these books and with readers, this article highlights how visual narratives can effectively evoke emotional responses and foster environmental awareness among young readers. The findings suggest that such visual narratives not only enhance understanding of sustainability challenges but also serve as powerful tools for social change, inspiring activism, and cultural engagement.

A Study on the Visual Characteristics of Children's Picture Book Covers from the Perspective of Peircean Semiotics -Focusing on Picture Books Themed on Death-

A Study on the Visual Characteristics of Children's Picture Book Covers from the Perspective of Peircean Semiotics -Focusing on Picture Books Themed on Death-

Building Children's Social Skills Through Picture Story Books

This research explains the role of picture books in developing children's social skills. Through a careful literature review, this research identified several key aspects, ranging from understanding social skills to practical strategies for incorporating picture books into children's education. Reading picture books can develop children's social skills such as empathy, critical thinking skills, communication, cooperation and tolerance. Picture books allow children to feel like they will act out emotions as characters in the story., understand the plot of the story, identify problems and find solutions, and learn about cooperation and respecting differences. Practical strategies such as reading aloud, using stories as starting points for conversations, and using stories as examples to resolve conflicts can help maximize the benefits of picture books for children's learning. Incorporating picture books into a child's education helps children develop social skills that are important for life success while providing a fun and meaningful learning experience for early childhood.

Soft Corners and Sharp Edges: Exploring Inaccurate Geometric Shapes in Children's Picture Books

Given the inaccuracy of children's picture books on shapes published in English, there was a need to analyse Turkish picture books on shapes. In order to carry out the study on the accuracy of Turkish picture books, a rating rubric for English picture books was translated into Turkish. The Traffic Light Rating Rubric rates books as red (explicit inaccuracies), yellow (implicit inaccuracies or missing concepts) and green (correct concepts). As a result of the research, it was found that the findings for the Turkish books were consistent with the previous findings for the English books. In the majority of the books analysed, the geometric shapes were rated as incorrect (red). Given the importance of early mathematical study for long-term success, the Traffic Light Rating Rubric-Turkish Version is intended to provide guidance to book selectors such as librarians, parents and teachers, and ultimately authors and publishers who need to produce texts with the correct form.

Teaching Children to Let Nature to Just Be in Ecological Children's Picture Books by Kate Messner

Teaching Children to Let Nature to Just Be in Ecological Children's Picture Books by Kate Messner

The Role of Children's Picture Books in Promoting Innovation and Creativity among Children in China

This study explored the role of children's picture books in promoting innovation and creativity among young learners in China. Recognizing the potential impact of early literacy on cognitive development, this research aimed to objectively measure how engagement with picture books influences children's creativity. Employing a quantitative research methodology, the study gathered data from a diverse sample of 1000 children aged 5 to 8 years across various urban and rural schools in China. The study utilized a stratified random sampling technique to ensure a representative distribution across socioeconomic, educational, and cultural backgrounds. Our findings reveal a significant correlation between creativity, the frequency of reading, and the diversity of books read. Moreover, parental involvement emerged as the most influential predictor of creativity scores. Although digital books positively impacted traditional reading interactions, they substantially attained higher creativity levels. The study's robust statistical model explains 72% of the variance in creativity outcomes, emphasizing the predictability of factors. The conclusion underscores the essential role of diverse and interactive reading practices in fostering children's creativity. Implications of these findings suggest that integrating a variety of picture books and encouraging parental engagement in children's reading routines can significantly enhance creative development.

Vocabulary exposure to children is enhanced by using both informational and narrative picture books for read‐alouds: A comparative modelling study using data science methods

BackgroundThe language that children are exposed to in their early years is enhanced by children's picture books. It is important to better characterise this input, and recent research has begun to explore corpora of narrative picture books. However, previous research has been restricted by methodological limitations that make it difficult to develop large datasets. Further, information texts become increasingly important as children progress through school, but little is known about the language of their earliest form, namely, informational picture books. The current study investigates how informational and narrative picture book exposure might change the language environment of children in a way that supports reading development.MethodsThe study applies data science methods to build a larger language model than previously possible and investigates the lexical profile of over 2000 narrative and information picture books. Picture book vocabulary is innovatively derived from digital sources of books read‐aloud online, which pushes the field forward by providing researchers access to larger pools of data than previously possible. Detailed comparisons of informational and narrative picture books are reported regarding their lexical diversity, density, morphology, academic vocabulary and semantic clusters. Models are developed to estimate the additional word‐type exposure a child may encounter in their language environment from narrative and informational picture books.ResultsThe study demonstrates that information and narrative picture books expose children to substantially different semantic environments. It is demonstrated that information picture books provide extensive exposure to academic vocabulary, providing important input aligned with later reading needs. Further, computational models indicate that book reading once every day or second day over a year might boost unique‐word exposure by approximately 10% for some language environments.ConclusionsCombining informational and narrative picture books enhance the language environment of children more than narratives alone, providing more lexical diversity, density and complex morphology.

A Curiosity Estimation in Storytelling with Picture Books for Children Using Wearable Sensors.

Storytelling is one of the most important learning activities for children since reading aloud from a picture book stimulates children's curiosity, emotional development, and imagination. For effective education, the procedures for storytelling activities need to be improved according to the children's level of curiosity. However, young children are not able to complete questionnaires, making it difficult to analyze their level of interest. This paper proposes a method to estimate children's curiosity in picture book reading activities at five levels by recognizing children's behavior using acceleration and angular velocity sensors placed on their heads. We investigated the relationship between children's behaviors and their levels of curiosity, listed all observed behaviors, and clarified the behavior for estimating curiosity. Furthermore, we conducted experiments using motion sensors to estimate these behaviors and confirmed that the accuracy of estimating curiosity from sensor data is approximately 72%.

Review of Non-Fiction Science Picture Books for Pre-School Children

Science education in the pre-school period can use different methods and techniques. One such method is the Turkish language practice of non-fiction and fiction science picture books for children. It is thought that non-fiction science picture books are important in terms of developing children's scientific vocabulary. This study aimed to examine non-fiction science picture books for children selected from different publishers. The research was carried out using the document analysis method, a descriptive research model. In the study, data on 59 science-themed picture books selected from different publishing houses were collected through the Picture Story Assessment Scale and the Assessment List for Children’s Non-Fiction Science Picture Books developed by the researcher. According to the results of the research evaluating non-fiction science picture books for pre-school children using the Assessment Scale for Children’s Picture Books, all the books are at an adequate level; the most narrated non-fiction science picture books are preferred; and the problem-solving process is included in most of the books. The most common scientific content among the standard science fields, is life science, especially environmental and weather events. The number of scientific words used is sufficient and most of the books are suitable for science education. It is thought that the science-themed children's picture books selected according to the evaluation list included in this study will be beneficial in terms of realizing science education effectively. Suggestions are made in light of the research results.

Cultivating Diverse Environmental Children's Picturebooks Using Rudine Sim Bishop's Framework for Multicultural Texts

AbstractThis article applies Rudine Sims Bishop's multicultural framework of children's literature to environmental picturebooks. The paper provides an analysis of nearly 150 picturebooks paired with preservice teachers’ responses to the texts to highlight the importance of diverse narratives and storytelling in environmentalism. The paper argues for the necessity for reading broadly and prioritizing diverse representations of which stories are told regarding environmentalism. Bishop's framework prioritizes the depth and breadth of who can be protagonists in environmentalism narratives, real and imagined, as well as how those protagonists enact responses to climate crises and the range of environmental issues that they respond to. The paper underscores the role of educators in fostering critical perspectives on environmentalism, advocating for disrupting single stories, and ensuring that a collection of texts that includes justice‐oriented and intersectional narratives is used with young readers. The article challenges dominant cultural narratives and promotes inclusivity in environmental activism.

Model media learning for disaster risk reduction in the Batur UNESCO Global Geopark

The development of tourism activities in the Batur UNESCO Global Geopark has brought many tourists to visit the area. Along with increasing tourism activities, the risk of disasters in the geopark area has also increased. One thing that can be done to reduce disaster risk in the Batur UNESCO Global Geopark area is to utilize geoheritage as a learning medium for disaster risk reduction. In this study, we quantitatively described geoheritage by looking at its relationship with the priority actions of the Sendai framework. The results of the assessment of geological heritage values that have been carried out in 21 geosites of the geopark area show an interrelated relationship. Scientific, educational, tourism and degradation values of geoheritage sites have an important role in conveying information and messages related to disaster mitigation, which is in line with the objectives of Sendai's priority actions. Geological heritage sites can later be developed as an educational medium because it not only has accessibility capital, supporting facilities, good geological conditions, geological diversity, but also contains geological informationthat can be used for education and research. Developing geological disaster information within geoheritage sites in geopark areas, may be in the form of geotrails and geotourism activities with the theme of disaster mitigation and earth heritage, picture books for children based on site geoheritage information, especially those related to the introduction of geological disasters, ares also ideal to develop. A geological information center at the Batur Volcano Museum and other educational acivities that can be made within the geopark area.

Narrative historical review of scratch-and-sniff books and their key storytelling features.

This conceptual paper examines the use of odours and scents in books to enhance storytelling and engage readers. While books often possess a distinctive smell linked to their material production, the intentional use of scents in books is rare. Our study focuses on scratch-and-sniff books, examining their narrative purposes and contributions to young children's literature. We conduct a narrative historical review, supplemented by a systematic search of databases, online catalogues and lists, to identify a collection of these scented books. Through this review, we explore the extent to which these books represent a unique category of children's picture books, investigating how their features align with theoretical understandings of quality characteristics in children's literature and the role of olfactory cues in storytelling. We address why most scented books target younger readers and discuss possible reasons for the absence of scented books for an adult readership. This intriguing asymmetry contrasts the use of scent in other media (such as film, theatre or virtual reality), often directed toward adults. In addition, this review sheds light on the innovative use of scents in books and their impact on reader immersion and narrative experience. Finally, we consider possible future uses of scent in the context of digital books (ebooks).

Social and joint attention during shared book reading in young autistic children: a potential marker for social development.

Atypical patterns of social engagement and joint attention behaviors are diagnostic criteria for people with autism spectrum disorder. Experimental tasks using eye-tracking methodologies have, however, shown inconsistent results. The development of tasks with greater ecological validity and relevance for developmentally appropriate social milestones has been identified as important for the field. We developed a novel, dynamic eye-tracking task emulating a shared book reading (SBR) scenario. Four SBR videos of an adult reader engaging with the viewer while reading a children's picture book and including sequenced bids for joint attention were developed. Participants included 90 children (N = 56 autistic children, N = 34 neurotypical children; aged 3-12). Social attention was also measured in a live free play task between participants and an experimenter. Compared to neurotypical children, autistic children displayed reduced attention to socially salient stimuli including the reader's face and picture book across SBR videos and during joint attention bids specifically. In contrast, they showed increased attention to nonsalient background stimuli compared to their neurotypical peers. These attention patterns in autistic children were associated with reduced verbal and nonverbal cognitive skills and increased symptoms associated with autism. Interestingly, positive correlations in the frequency of eye gaze between SBR and free play suggested a potential predictive value for social attention in live social interactions. Findings highlight the utility of SBR eye-tracking tasks in understanding underlying divergences in social engagement and joint attention between autistic and neurotypical children. This commonly practiced early childhood activity may provide insights into the relationship between social engagement and learning to reveal how such attentional patterns might influence broader developmental and educational outcomes.

“I like the way I am”: invisibility and activism in children’s picture books with fat protagonists

PurposeEarly childhood and early elementary are key times when children develop internal and external antifat attitudes; thus, it is necessary to better understand the available children’s literature around fatness.This paper aims to examine children's picture books with fat protagonists to better understand the current landscape of children's literature. Drawing on relevant literature around fat characters and the fat studies movement, this critical content analysis considers five children’s books featuring fat protagonists.Design/methodology/approachThis study uses critical content analysis to analyze texts featuring fat protagonists, including two rounds of initial reading and analysis. Using lenses of critical literacy and critical multicultural analysis, the author looks for common themes, silences and absences in the texts, images and peritext.FindingsThis paper identifies themes of characters initially internalizing antifatness, then pushing back against antifat bias toward existing with joy and without stigma. Several of these texts even draw on the history of fat activism, highlighting societal critique and a potential activist component of children’s literature with fat protagonists.Research limitations/implicationsThe study has a small number of books, due to the limited number of texts that fit the study parameters.Practical implicationsThe paper concludes with examples of scaffolding for teachers and parents to have conversations with young children about antifat bias while also acknowledging notable absences, particularly boy protagonists.Social implicationsThese themes illustrate the power of young children to push back against antifat bias and critique oppressive social structures.Originality/valueThere have been very few studies looking at antifatness in children’s picture books. With more books with fat protagonists coming out in the 2020s, this study offers an understanding of the themes present, while also emphasizing the need for an intersectional approach to literature with fat protagonists.

Gender in children's literature and kindergartener's responses to gender in interactive read‐alouds

AbstractThe underrepresentation of women and the perpetuation of gender stereotypes in children's literature has long been a concern. This study examined the portrayal of women in children's picture books and the potential of interactive read‐alouds to promote gender equity in early childhood education, with the aim of shedding light on gender inequality. This study used critical discourse analysis, theoretically informed by Rosenblatt's transactional theory and gender schema theory, to analyse 19 books and interactive read‐aloud sessions between preservice teachers and children in six preschools. The results showed that books on women's inequality are discussed in three categories: the absence of female characters, gendered discourse, and the perpetuation of traditional women/maternal roles. Using examples from children's interactions, this study highlights the need for critical thinking about gender stereotypes and promoting gender equity in early childhood education. This study contributes to the literature on gender inequality in children's literature and provides practical implications for early childhood educators by emphasizing their critical role in promoting gender equity in children's learning and development.

The Transformative Potential of LGBTQ+ Children's Picture Books by Jennifer Miller (review)

The Transformative Potential of LGBTQ+ Children's Picture Books by Jennifer Miller (review)

A Comparative Study of Children's Picture Book Awards and Exploration of Their Guiding Role—Analysis Based on Five Major Picture Book Awards

A Comparative Study of Children's Picture Book Awards and Exploration of Their Guiding Role—Analysis Based on Five Major Picture Book Awards

Expansive Ways to Be an Environmental Activist: A Content Analysis of Children's Picturebooks from 2016 to 2022 Surrounding the Climate Crisis

Abstract: Drawing on a content analysis of 147 picturebooks published from 2016 to 2022, this article examines whose and which stories are told regarding environmental justice and how educators can honor multiple identities in their instruction, advocacy, and actions toward climate justice. The study begins with findings from the analysis across the larger text set of environmental texts in response to the focal questions of environmentalism and environmental justice. It continues with an analysis of three focal picturebooks spanning various global settings. This article advocates for educators, caregivers, and librarians to foster a critical lens with young readers as they engage with environmental texts to raise critique, envision hope, and promote action. We highlight the value of diverse children's literature around environmentalism and environmental justice to support children to delve into the existing breadth of experiences and narratives in known and lesser-known texts. We argue for the need to read across environmentalism picturebooks broadly to foster a more inclusive view of what environmental stewardship is and can be.

Literature Review: Digital Books in Preschool Period

In literature, the new generation of children who become exposed to a digital world are referred to as digital natives. This generation, which knows about touch screens, sensor lights, and programmed fixtures that produce water when they connect, grows up with the abilities to utilize electronic gadgets since the beginning of their life. Over time, numerous daily actions are transferred to the digital environment in order to satisfy their desires and needs. Children can now play games in front of a screen, as opposed to playing games with their friends mostly outside, in parks, or on the streets. One of the significant instances of this present circumstance are advanced picture story books. There are many examinations about the constructive outcomes of printed picture books on preschoolers’ language, mental, social and profound improvement in youth. This situation can be explained in part by the fact that printed books have been around for a very long time. There hasn't been a comprehensive survey study on digital children's books in the literature. As a result, it is now imperative that postgraduate thesis studies on digital books for preschoolers in Turkey need to be examined. A total of 265 thesis studies, which were accessed using the keywords of digital children's books, electronic children's books, electronic books, children's picture books, were examined and accessed through the https://tez.yok.gov.tr/UlusalTezMerkezi/ site, which allows postgraduate thesis and dissertations to be stored and scanned. Studies on digital books that focus on preschool children are separated. A systematic content analysis of 12 disaggregated postgraduate thesis studies was carried out under the headings of publication year, department, type of thesis and dissertations, sample group, research purpose and method. As a result of the research, it was revealed that the first thesis work on the subject was done in 2012. When the types of theses were examined, 5 doctoral level thesis studies and 7 master's level thesis studies were reached. When the sample groups were examined, it was concluded that the distribution of girls and boys was balanced. However, no study was found involving children with disabilities and families with preschool children. While there are 6 thesis studies in the Visual Arts Department, it turns out that there are 4 studies in the Preschool Department, and one study in the fields of Psychology and Computer Instructional Technologies. Due to the limited number of studies on the subject, it is recommended to develop them in terms of quality and quantity. Children with disabilities can be included in the studies. In addition, the subject can be investigated in depth by using the triangulation data collection method, which includes families, teachers and children.