PICTURE

BOOKSPresented by:

Rennalyn I. Puertollano

A PICTURE STORYBOOK THAT HAS STOOD THE TEST OF TIME AND IS BELOVED BY CHILDREN TODAY AS IT WAS WHEN IT WAS PUBLISHED IN 1902 IS BEATRIX POTTER’S THE TALE OF PETER RABBIT.

A CLOSE LOOK AT THE TALE OF PETER RABBIT

Peter is a young rabbit with three sisters and a mother; they all live near Mr. McGregor’s vegetable garden, a tempting but dangerous place where Peter’s father met an untimely death. When Mrs. Rabbit goes to the baker’s, disobedient Peter immediately squeezes under the garden gate and gorges himself on the treasures of the garden gate and gorges himself on the treasures of the garden. Mr. McGregor spots him and chases Peter through the garden and into a shed where Peter eludes him. Peter finally finds his way out of the garden and back home, where he is put to bed to recuperate from his excesses.

The illustrations are

carefully wrought

watercolors that, as we have seen,

work in

conjunction with the words to express

the action

BOOKS FOR DEVELOPING CHILDREN books provide models of language

in use. books that children like and can

understand enrich their concept development, their language development and their storehouse of experiences.

Children’s voracious appetite for language and learning, almost any book could be a source for learning

BOOKS FOR VERY YOUNG CHILDREN BABY BOOKS books for babies are usually 10-12

pages long and are aimed at 1-3 years old. these are cloth books, shape books,

pudgy books, lift-the-flap books, toy books, and bath tub books, in addition to the most popular cardboard books.

books of this type are Appropriate for children who are labelling and identification stage, as well as for those in the earliest stages of reading– pointing to pictures and labelling them.

PARTICIPATION BOOKS It provides concrete visual and tactile

materials for children to explore textures, flaps to lift, flowers to smell, and pieces to manipulate

Some participation books, rely on visual rather than tactile participation, asking young readers to find something on the pages.

These books involve young readers in the act of reading , requiring their active participation in the process.

A favorite for 50 years, asks

children to look in a

mirror, play peek-a-boo, and feel a scratchy

beard, babies love touching

this book

Asks readers to look for familiar

folkloric characters

hidden in the illustrations.

STORYBOOKS AND POEMSThere are many simple storybooks and poems that appeal to children who have outgrown baby books but are not yet ready for longer stories.

These books have generally have a brief text and very engaging illustrations.

This simple rhyming story about a bear who goes off in the

rubbish and is rescued by his

young owner has clear realistic

illustrations that depict the action and elaborate on the emotions. The

small speech balloons in the

illustrations add to the story line.

BOOKS FOR NURSERY AND PRIMARY GRADE FOR CHILDRENAs children mature and their words

expand, the number of books available to them also expands.

Children in the nursery have their choice of concept books, alphabet books, and counting books, books that support their early attempts at independent reading, and books that relate to every facet of their world.

CONCEPT BOOKS Concept books are simple non-fiction

books. Nursery and primary school children are

busy learning about the world, and a number of concept books engaged these young readers.

They contribute to the child’s expanding knowledge and language by providing numerous examples of an idea.

Some present abstract ideas such as shape, color, size or sound through many illustrations.

Elhert uses bold colors and

geometric shapes to form

various animals,

adding a shape at time to

create different animal faces.

ALPHABET BOOKS Alphabet books serve many useful purposes, only

one of which is related to learning the alphabet. Two-four year old children will point to and label

objects on the page; five year olds may say the letter names and words that starts with each letter; and six year olds may read the letters, words, or story to confirm their knowledge of letter and sound correspondences.

Alphabet books may help to develop children’s awareness of words on a page, and they play a useful part in language learning in addition to pleasurable hours they provide a child.

The elongated shape and simple format appeal to

young readers. Each double page spread contains both

upper and lower case letters, one or more words beginning

with the letters, and the objects associated with those words. Children enjoys how the illustrations place the

objects in humorous situations, such as a cat and a cow sitting on a chair while a cow carries in a cake full of

candles.

COUNTING BOOKSOther nonfiction books help

children learn numbers.Many counting books are

available for nursery and primary grades, and range from books with simple pictures reflecting the progression from 1-10 to those with complicated illustrations.

Geisert hides the numerals zero to nine in a picture that detail the

quest of ten pigs searching for a special place. Children enjoy looking for the

numerals as well as telling the

story.

BOOKS FOR EMERGING READERS As children mature, their taste for books

matures along with their cognitive and linguistic capabilities and needs.

Learning to read and being able to unlock the secrets of print on a page mark an important step toward maturity.

There are also special kinds of story books- wordless books, predictable books, and beginning to read books, as well as easy illustrated chapter books- that supports children’s attempts at independent reading.

WORDLESS BOOKSAppropriate for children who are developing a sense of story and learning language rapidly.

Can be enjoyed by a range of readers, each for

different purposes. Young children enjoy retelling this a story of a young mouse who finds a way to go to

school with her older siblings. Primary grade

children can supply narration and dialogue. The conflict resolution structure of this story along with the characters development

provides a good model for writers, and students can

also explore the illustrations for the vivid

visual characterization that McCully provides

PREDICTABLE BOOKS well suited to the child who is beginning to pay attention to print.

BEGINNING TO READ BOOKSPerfect for children who have just become independent readers but still need the support of simple but interesting texts.

Has been a favourite with newly independent readers for many

years. Frogs and toads are humorous, realistic characters who have interesting, understandable problems; the theme of friendship

pervades all of the intriguing stories. The illustrations depict the action as

well as provide a lot of emotional details about the characters. Lobel chooses his words wisely, creating an easy to read story that is so well

written that it is also pleasant to read aloud.

PATTERNED BOOKS Have a highly patterned structure, which enables

children to anticipate what is going to happen next.

Many 4 and 5 year old children use their predictions and knowledge of phonics to read this books on their own after hearing them read aloud only once.

The books are structured through strong language patterns, such as repeated phrases, rhyme, and rhythm.

Detailed illustrations reinforced the patterns providing a visual reproduction of the text that is often also interpreted and extended by the artist.

Invites beginning readers to chime in as familiar animals search for one another

through the grass, in the wall, and so on, all the while wandering what game they should play together as the animals accumulate, it becomes obvious they are playing the game

that owl suggest in the end--- hide and seek!

FORGING CONNECTIONS BETWEEN LIFE AND LITERATUREJust as children’s language abilities develop

rapidly from the birth through the primary grades, their social abilities develop rapidly as their worlds expand. As children grow, they learn about themselves and their families. They begin to develop social knowledge and competence as they form friendships and goes to school. They also come to know the natural world the aesthetic world of art, music, dance, and literature.

THE CHILD’S INNER WORLD Children soon come to know that they

are unique and capable of expressing themselves and of making choice.

They begin to understand they are not the only people who have needs and feelings. They gradually learn that others perceived things differently from them, and they begin to develop a concept of self based on reflections from others.

When chrysanthemum was born, her parents think she is perfect, and she grows up feeling quite special. Once she goes to school,

however, she begin to have doubts, specially about her

name. with words and pictures, henkes explores

an emotional issues that is familiar to many children.

THE CHILD'S FAMILY WORLD The home is the child’s first school; it has a lasting

influence on every child’s intellectual, personal, and social development.

Children’s lives are affected by new babies, adoption, mothers working outside the home, day care, divorce, grandparents, stepparents, homelessness, and the death and aging of family member.

Books are available that address these and many other people and events which impacts on families.

The best of these books sensitively explore issues related to families and present realistic pictures of the variety of loving relationships that are possible in any number of circumstances.

Young sarah and susan visit their great great

aunt flossie each Sunday afternoon, eager to have her show them her hat collection and tell them

stories of her own girlhood. james

Ransome’s oil paintings captured the love

between aunt and nieces and provide interesting historical details that

enhance aunt Flossie's remembrances.

THE CHILD’S SOCIAL WORLD Social development intersects all other areas of growth;

it both reflects and influences the child’s total development.

Friendships with others develop slowly and may not really be possible until children develop and identifiable self concept.

By the time children enter school, they are beginning to know how to interact with others; identification with and success in a peer group follow as children slowly begin to sort out special friends within the group.

Friendship is a mixture of good and bad times and usually encounters many stumbling blocks.

Oftentimes there are internal and external conflicts as children try simultaneously to declare their independence as people and develops relationships with others.

Tells the story of best friends who

do everything together, including having occasional arguments. They

discover, however, that playing alone is not as much fun as playing together , so they apologize to each other and

resume their friendship. Beth peck’s paintings

chronicle both their activities and their

emotions.

THE CHILD’S NATURAL WORLD Children learn about nature as they explore

their ever-widening worlds. Books can draw attention to nature in

sensitive and thoughtful ways. Books explore seasonal change, special

habitats, and ecosystems, natural phenomena, and animals, offering children the opportunity for experiences with the natural world.

Illustrations often offer children visions of natural life that they wouldn't otherwise see, helping them to understand and appreciate the complex beauty of the natural world.

It goes beyond presenting a lot of information. A detailed and passionate text and exquisite paintings evoke the

mystery and majesty of this bird so that readers who have never heard the cry of a loon might still care about their

survival.

THE CHILD’S AESTHETIC WORLD As children’s interests broaden, the aesthetic

environment- music, dance, literature, and art– can add immeasurably to their overall sense of belonging.

it is through literature that many children first encounter cultural arts.

Through books, children can be introduced to the aesthetic world at an early age.

Early and continued exposure to the arts lays a firm foundation on which children build an ever increasing appreciation for their aesthetic world.

A story about a young girl’s

struggle to practice her art and restore

her teacher’s confidence in

himself.

THE CHILD’S IMAGINARY WORLD Children’s imaginative lives are an important

part of their early years. Adults can sometimes catch a glimpse of that

fantasy world by observing the child at play with an imaginary friend, a favorite toy that has been invested with life, or other children.

Parents and teachers can contribute to an environment that is conductive to children’s imaginative play by playing “let’s pretend” games, discussing dreams, and making up stories.

Imaginative stories provide a source of pleasure as well as a focal point for children’s developing imagination and sense of story.

When Louise decides to build a boat, she includes all sorts of

wonderful things like a gangplank for diving,

and plans to sail around the world to

visit all of her friends. The text is spare; the details and emotion

are portrayed through the illustrations as she gradually constructs and enjoys the boat.

BOOKS FOR OLDER READERS Although the vast majority of picture books are

written for nursery and primary-grade children to enjoy, many picture books appeal to older readers.

The text in these books is usually longer and more complex than in books for younger readers and the themes more abstract or emotionally demanding.

Sometimes these books are more like illustrated books than true picture books, as the text actually carries most of the weight in the story telling process.

Sometimes a picture book for elder readers is a visual tour de force, a stunning example of an artist’s vision.

Illustrations highlight the essence of young Rudy's struggle to tame

a wild hawk and learn to fly.

PRESENTING LITERARY CONCEPTS THROUGH PICTURE BOOKSPicture books make it easy to

study literary concepts: Books are slender well-crafted

pieces of literatureLiterary elements are visibleConcepts are understandableConcepts appear in a sparse

text

SUMMARYPicture books are artful books that hold a special place in the lives of children who read them. They are often children’s main experience with fine art. They can enrich and extend children’s worlds, providing opportunities for experiences through picture and print that allow children to confirm their own worth, to learn about others, and to learn about the world. Picture books also provide stunning examples of art and language that become resources from which children draw as they develop their own abilities to shape and reshape their world.