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Abstract

The findings from this study cover the subject of cognitive, social and emotional development of children ages 3-6 when reading repetition in picture books. This study includes secondary research from academic books, journals, webpages and charities relating to child development and literature. This dissertation shows the importance of reading to and with young children and the positive impact a storybook can have upon their growth. This dissertation recommends that children have ample access to picture books, both fiction and non-fiction, from a young age as they provide more than a simple literacy skillset, underlining the social skills and emotional benefits equally. This allows consideration for the child’s home and educational settings that enable developmental tools and fruition from repetitive sounds and rhythmic storylines, such as one-to-one book discovery, lone reading or group reading. The findings in this study demonstrated that both fiction picture books and non-fiction picture books allowed for repetitive sounds and rhythmic sentences to teach about literacy, the environment, relationships and exploration outside of the child’s own world. The theory and methods to teach said skills and development are explored in this study. It is concluded that repetitive fiction picture books provide tools and comfort, often best experienced with an adult. However, there is evidence in this study that non-fiction picture books also provide a comforting and stimulating experience for the children also.

Course: Childhood and Youth Studies - BA (Hons) - C1989F

Date Deposited: 2022-04-08

URI/permalink: https://library.port.ac.uk/dissert/dis13875.html