Abstract:

While painted children's books are of uncommon importance for children's personal and academic development, they are an important tool that helps children understand and express themselves and the world. Through children’s books, the child can express the problems and the emotions that accompany it. The reader can evaluate whether the feeling he feels depending on the nature of the books he encounters and the way he interacts with them is appropriate to the condition in which he is. However, the reader can also develop an understanding that there may be relationships between his feelings and his thoughts and even his behavior. The aim of this study is to study the children’s reactions to these books in picturesque children’s books where emotional situations differ. The study was carried out with a visual research model. The study’s work group consists of 28 students continuing to second class in a private school in Ankara. As a data collection tool, the study took advantage of the identified three-picture children’s books in different emotional situations and the forms prepared for the reception of the participants’ reactions to these books. In this framework, the selected painted children's books were shared with the participants, and then students were asked to answer questions related to the book. The answers of the participants to the questions were resolved by imaging analysis technique. The study found that the participants understood the emotional conditions in the books where their emotional conditions differed, and that they gave emotional reactions at a medium level in terms of reactions, while the distribution of read and text-based reactions was close to each other.

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