"I'm just looking at the pictures and ... ": The role of illustrations in books from the perspective of preschool children

Abstract

This qualitative study explores perceptions of preschool children on the role of illustrations in books. Participants included 141 children (69 boys and 82 girls) age 5–6 years (average age: 5 years and 9 months). We used semi-structured interviews with children on their favorite book to stimulate conversation on how they conceive illustrations in the book and how they use them in book- and reading-related activities. The data collected from the interviews were analyzed using inductive thematic analyses. Data analyses showed that from children’s perspective, illustrations are important stimuli to become and stay interested in a book and that they play an important role in navigating the book and the text and in aiding their comprehension of the text. The potential of illustration to capture children’s attention and to foster their enthusiasm to actively engage in reading books has been found to be essential from the perspective of children. In addition, active attention to illustrations can serve as a tool to increase children’s independence from adults when reading books and engaging in book-related activities.