Picture Books and Their Benefits

Picture Books and their Benefits.

‘Open a picture book and enter that world magnified, through words and illustrations. The text and art in the picture book intertwine so completely that, in the best, we cannot imagine one without the other.’ (Northrup, 2012.)

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Children find picture books interactive and a fun way of beginning to learn to read and comprehend language. Using pictures to describe the words is the beginning of learning techniques such as colours and animals. Having the word pink next to the colour pink allows the children to begin associating words and colours. As many picture books are interactive in the way that you may normally read them aloud, this reading begins to develop learning phonemes and graphemes in regards to basic words in the books. ‘After several readings, the child will be able to, without prompting, finish a sentence or chant a repetitive phrase.’ (Northrup, 2012.) This technique will, without knowing will begin to enhance children’s literary skills. They will begin to understand rhyming, and ordering of words in a fun way, without the repetition and possible uninterest in basic word sheets that some might not connect well with. 

The social aspect of reading picture books in groups will also begin to create social relationships, developing turn taking and listening skills. 

As well as children with no learning difficulties being aided by picture books, children with difficulties such as autism can benefit highly from these too. Children who are on the spectrum may struggle with learning about complex topics such as ‘diversity, bullying and acceptance,’ (Azano et al. 2016.) similarly books that discuss issues regarding children with autism can be used by children provide a ‘viable tool’ for children with the disorder. (Azano et al. 2016). these books address the issues in a way that is not threatening and can lead to positive acceptance and discussion wit other children in the classroom. 

Although traditionally picture books will be read to a class by the teacher in groups, or individually when the children are more advanced, the technological advances introducing iPads in to classrooms and at home mean that picture books seem old compared to the new interactive apps that are now introduced. 

Picture book apps have a ‘minimal level of interactivity’, however they do offer interactional features that ‘expand the options, reading paths, and experiences of young readers.’ (Aguilera, 2016.)

Some apps offer voice-over narration, this could simulate the effect of being read too in real life, even if the child is alone. Although this also brings me to question wether this is a healthy substitute or alternative to real life story telling. These apps can also offer the idea of sound effects and animations (Aguilera, 2016.), this can enhance and improve the readers experience perhaps more than the imitation of a human can do. The use of animations can once again, improve experience, but also provide extra information or explain an area in the story that the child reading may not understand, without having to pause the book and ask questions. 

Although these animations and added experiences can create a more interactive session, within some books they can lead to social media or game sites (Aguilera, 2016.). This is a distraction not found within a real life book but leads me to question weather it will enhance or distract from the child’s learning experience and contents of the book, (Yokota&Teale, 2014.) 

Picture books wether digital or traditionally formed have proven to be important and worthwhile in the development of children who are competently reading, as well as establishing the beginning of literacy and skills for those who are struggling or have additional learning needs. 

References:

Aguilera, E. Kachorsky, D. Serafini, F. (2016). Picture Books in the Digital Age. Wiley Blackwell.

Azano, A. Sigmo, M. Tackett, M. (2016). Using Children’s Picture Books about Autism as Recources in Inclusive Classrooms. Wiley Blackwell.

Northrup, M. (2012). Picture Books for Children: Fiction, Folktakes and Poetry. ALA Editions.

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Yokota. Teale. (2014). Cited in: Aguilera, E. Kachorsky, D. Serafini, F. (2016). Picture Books in the Digital Age. Wiley Blackwell.