The power of picture books in early years education
"Few children learn to love books by themselves. Someone has to lure them into the wonderful world of the written word; someone has to show them the way".
—— Orville Prescott, principal daily book critic for The New York TimesPicture books play a significant role in different areas of early years education. For this reason, they are often regarded as the 'best textbooks' for our pupils. But do we really understand what a picture book is? Can we call any book with colourful pictures a picture book? Let us consider the power of books in early years education.
What is a picture book?
The 1976 book American Picturebooks: from Noah’s Ark to the Beast Within describes a picture book as follows:
“A picture book is text, illustrations, total design. As an art form, it hinges on the interdependence of pictures and words, on the simultaneous display of two facing pages, and on the drama of turning the page. And foremost, an experience for a child. On its own terms its possibilities are limitless”.
A more concise explanation can be found in the 2012 book Children’s Picturebooks published by Laurence King, where it was defined as
“The art of visual storytelling”
In other words, there must be an artistic component to a picture book.
It is worth distinguishing picture books from graded readers. Graded readers, while they can be powerful tools in developing literacy, cannot be classified as picture books.
They may feature illustrations, but graded readers serve a different purpose. They gradually build on the length and complexity of the sentences in the book and difficulty of vocabulary to help pupils develop their independent reading abilities.
Picture books, on the other hand, are intended to cultivate an interest in reading and to help establish strong reading habits. In other words, graded readers help children finally read picture books independently.
When and how to read
picture books?
According to American author Emilie Buchwald, "children are made readers in the laps of their parents". Following this logic, picture books are the best choice for parents to read with their children. Through them, children can develop a host of essential skills and experiences.
Skills:
Listening Memory Logic Oracy The ability to recall and retell Problem solving Research skills Imagination and creative visualization Aesthetic appreciation
Experiences:
Role play and mime Exposure to the work of many authors Exposure to the work of many illustrators Making sense of the world around them Being transported to imaginary or unvisited worlds and cultures Learning about the lives of others Experiencing the full range of human emotions
Some picture books can help children understand different emotions that a person may have and mimic what characters do to manage their emotions.
If the story is set in a different cultural background, it will introduce to children the diversity of the world. Stories that are more relevant to their daily lives will help them understand what happens around them.
During library time at Huili Nursery Shanghai, we see that children are curious about books and enthusiastic about reading. They delight in story time and empathise with characters in the books. They enjoy discussing the stories and characters and sharing their opinions with their fellow pupils.
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During independent reading time, pupils can choose to enjoy a book alone or with friends. Our library is the perfect environment where our pupils can develop a love of reading for pleasure. But the library is not the only place where our pupils can learn to love reading.
What parents can do at home？
A good story is a good story, regardless of the number of illustrations. Therefore, we encourage parents to read with their children irrespective of their level of literacy.
Schedule a regular story time, even if it is only 10 – 15 minutes a day. Turn off your electronic devices, put them away and immerse yourself in the story with your children. Let your child choose the story, even if you have read it together several times before. We learn through repetition.
Take time to discuss the story after reading together. Share your thoughts on the characters, scenes, plot, ideas etc. This is not a test. Rather, it is an exercise to provoke thought. Of course, if your child shows no interest in discussing, there is no need to force it.
The more words and complex sentences children are exposed to, the larger their vocabulary will become. As they build their vocabulary, parents should help them to translate contents accordingly to make sure they understand the meaning in both languages.
Story time is also a bonus when children enjoy quality interaction with their parents. When children do something worthy of praise and reward, make extra story time one of the reward options.
Once the seed of enjoying reading is planted, we will eventually harvest a lifelong reader.
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