Abstract:

Picture books for children have an important place in the language development of children of almost all ages. Illustrated children's books are especially used in the pre-school period, which is also called early childhood, can be used in schools, after-school study centers, children's workshops or in various environments such as home for the cognitive and emotional development of children. Migration, as a concept frequently encountered by 21st century children, is seen in illustrated children’s books today. It is important how the concept of migration, which finds its place in a natural flow in the meaning universe of children, is handled in illustrated children's books and in which frameworks it is presented. Because these books are expected to contribute to the cognitive, emotional and social development of children and increase their intercultural sensitivity. In this context, the main purpose of this study is to determine the language that illustrated children's books deal with, especially to children in early childhood, who experience critical periods of cognitive and emotional development, within the framework of narrative. Within the context, the study was structured with a qualitative research model and the picture book written by 9 different authors was examined in terms of textuality criteria and presentation in the narrative within the framework of migration and intercultural sensitivity. It is clearly seen in these book that narrators generally have equal gender roles as heroic narrators, metaphors/descriptions of "night, fear, farewell, bag/suitcase, wave, boat, hope, bomb, war, lighthouse, lined up people, language" are frequently used, It has been determined that the illustrated children's books examined are largely suitable for the textuality criteria.

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