Description:
Picturebooks, understood as a series of meaningful text-picture relations, are increasingly acknowledged as an autonomous sub-genre of children's literature. Being highly complex aesthetic products, their use is deeply embedded in specific situations of joint attention between a caregiver and a child. This volume focuses on the question of what children may learn from looking at picturebooks, whether printed in a book format, created in a digital format, or self-produced by educationalists and researchers.
Review Quotes:
"With chapter contributors coming from fields such as developmental psychology, optometry and vision science, early-years education, clinical linguistics, international children's literature, multimodal literacy, linguistics, philosophy, and preschool education - this scholarly work is a compendium of interdisciplinary approaches which looks into how children acquire language as well as develop cognitive, emotional, and emergent literacy skills through picturebooks... The editors have done a remarkable job of structuring each chapter in such a way that the core connecting thread of how children learn from picturebooks runs through this academic text that features empirical investigations conducted or reviewed extensively but hay chapter contributors." -- Rhoda Myra Garces-Bascal, Bookbird: A Journal of International Children's Literature