Children acquire a variety of information from picture books and apply this information to reality. Fantastic narrative picture books contribute to child development of their imagination by providing various simulated experiences that they cannot experience in reality. The structure of there and back again stories is related to secure base. Child readers are expected to gain real and indirect fictional experiences, which promote psychosocially healthy development. This study quantitatively analyzed the storylines of 217 picture books of fantastic there and back again stories with human protagonists and explored the features of simulated experiences that children get from these. There were many cases in which the protagonists moved by themselves without help in a way impossible in the real world, implying children’s preference for novel experiences. The simplified description of the return movement was consistent with the conditions for establishing a secure base. This would stimulate the readers’ imagination after reading, in addition to the experience of exploration. In storylines with helpers, male protagonists are predominantly moved by the help of imaginary entities, which are consistent with previous studies showing that many male protagonists in picture books reflect the image of active and curious males. Moreover, there were many cases in which child protagonists were helped by imaginary entities associated with animism. Moving to another place with the help of imaginary entities overlaps with the zone of proximal development and is attractive for children. There were many cases in which the protagonists voluntarily moved to or were invited to visit paranormal places and were accepted there. This matches the self-centered nature of children. Cases in which the protagonists partake in adventure or fight in paranormal places are attractive to children and are expected to become materials for fantastic play activities. Storylines often lack clear features. Various narratives without templated contents are expected to encourage children to use their imagination to overcome various difficulties in life.
| Published in | International Journal of Literature and Arts (Volume 11, Issue 3) |
| DOI | 10.11648/j.ijla.20231103.13 |
| Page(s) | 110-118 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Child Development, Fantasy, Imagination, Picture Books, There and Back Again
| [1] | Strouse, G. A., Nyhout, A., & Ganea, P. A. (2018). The role of book features in young children’s transfer of information from picture books to real–world contexts. Frontiers in Psychology (9) 50. doi: 10.3389/fpsyg.2018.00050. |
| [2] | Walker, C. M., Gopnik, A., & Ganea, P. A. (2015). Learning to learn from stories: Children’s developing sensitivity to the causal structure of fictional worlds. Child Development (86) 310–318. |
| [3] | Richert, R. A., & Smith, E. I. (2011). Preschoolers’ quarantining of fantasy stories. Child Development (82) 1106–1119. |
| [4] | Woolley, J. D., & Cox, V. (2007). Development of beliefs about storybook reality. Developmental Science (10) 681–693. |
| [5] | Woolley, J. D., & Ghossainy, M. E. (2013). Revisiting the fantasy–reality distinction: Children as naïve skeptics. Child Development (84) 1496–1510. |
| [6] | Matsui, T. (1973). What are picture books? Japan Editor School Press (in Japanese). |
| [7] | Uchida, N. (2002). Development of imagination. In N. Uchida (Ed.), Developmental psychology (pp. 133–153). Foundation for the Promotion of The Open University of Japan (in Japanese). |
| [8] | Vygotsky, L. S. (1930/2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology (42) 7–97. [Original publication 1930 in Soviet Psychology (28) 84–96]. |
| [9] | Bettelheim, B. (1976). The uses of enchantment: Meaning and importance of fairy tales. Raines & Raines. |
| [10] | Seta, T. (1985) Theory of picture books. Fukuinkan Shoten (in Japanese). |
| [11] | Saito, J. (2006) There and back again. Japan Editor School Press (in Japanese). |
| [12] | Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. Tavistock/Routledge. |
| [13] | Hara, K., & Koda, N. (2023). Characteristics of animals in picture books of the fantastic there and back again stories. International Journal of Literature and Arts (11) 5–12. doi: 10.11648/j.ijla.20231101.12. |
| [14] | Larsen, N. E., Lee, K., & Ganea, P. A. (2018). Do storybooks with anthropomorphized animal characters promote prosocial behaviors in young children? Developmental Science (21) 3. doi: 10.1111/desc.12590. |
| [15] | Hara, K., & Koda, N. (2021). Conversion in depictions of anthropomorphic animals in picture books. International Journal of Literature and Arts (9) 374–383. |
| [16] | Ishii, M. (1967). Fantasy. Children and literature (pp. 198–214). Fukuinkan Shoten (in Japanese). |
| [17] | Banzai, T. & Osawa, H. (1989). A study on sex roles in picture books. Journal of Saitama University, Faculty of Education, Science of Education (38) 15–38. |
| [18] | Fujita, Y. (2003). Gender in mass media for children: An analysis of television and books. Journal of Kyushu University of Health and Welfare (4) 259–268. |
| [19] | Dohi, I. (2004). The mental systems making “male and female assumptions.” Gender psychology, revised edition (pp. 26–47). Minerva Shobo (in Japanese). |
| [20] | Piaget, J. (1926). La representation du monde chez l’enfant. Institut J. J. Rousseau. |
| [21] | Vygotsky, L. S. (1933/2002). Play and its role in the mental development of the child. [Original publication 1933]. http://www.marxists.org/archive/vygotsky/works/1933/play.htm (2023/3/1). |
| [22] | Smith, L. H. (1953). The unreluctant years. American Library Association. |
| [23] | Haight, W., Wang, X., Fung, H. H., Williams, K., & Mintz, J. (1999). Universal, developmental, and variable aspects of young children’s play: A cross-cultural comparison of pretending at home. Child Development (70) 1477–1488. |
| [24] | Uchida, N. (1986) From playing to fantasy. Shinchosha (in Japanese). |
| [25] | Cooley, C. H. (1902). Human nature and the social order. Scribner. |
| [26] | Mead, G. H. (1934). Mind, self, and society: From the standpoint of a social behaviorist. University of Chicago Press. |
| [27] | Sullivan, H. S. (1953). The interpersonal theory of psychiatry. Norton. |
| [28] | Bandura, A. (1962). Social learning through imitation. In Jones, M. R. (Ed.), Nebraska symposium on motivation. University of Nebraska Press. |
| [29] | Bandura, A. (1965). Vicarious processes: A case of no–trial learning. In Berkowitz, L. (Ed.), Advances in experimental social psychology vol. 2 (pp. 1–55), Academic Press. |
| [30] | Winnicott, D. W. (1953). Transitional objects and transitional phenomena. International Journal of Psychoanalysis (34) 89–97. |
| [31] | Taylor, M. (1999). Imaginary companions and the children who create them. Oxford University Press. |
| [32] | Trionfi, G., & Reese, E. (2009). A good story: Children with imaginary companions create richer narratives. Child Development (80) 1301–1313. |
| [33] | Taylor, M., Carlson, S. M., Maring, B. L., Gerow, L., & Charley, C. M. (2004). The characteristics and correlates of fantasy in school-age children: Imaginary companions, impersonation, and social understanding. Developmental Psychology (40) 1173–1187. https://doi.org/10.1037/0012-1649.40.6.1173 |
| [34] | Suzuki, M. (1991). Mountains, gods, and people. Tankosha (in Japanese). |
| [35] | Yanagida, K. (1976). Tono folktales, mountain life. Iwanami Shoten (in Japanese). |
| [36] | Sasaki, H. (2000). Picture book and psychology. Shinyosha (in Japanese). |
APA Style
Naoko Koda, Kanae Hara. (2023). Analysis of Storyline in Picture Books of Fantastic There and Back Again Stories. International Journal of Literature and Arts, 11(3), 110-118. https://doi.org/10.11648/j.ijla.20231103.13
ACS Style
Naoko Koda; Kanae Hara. Analysis of Storyline in Picture Books of Fantastic There and Back Again Stories. Int. J. Lit. Arts 2023, 11(3), 110-118. doi: 10.11648/j.ijla.20231103.13
AMA Style
Naoko Koda, Kanae Hara. Analysis of Storyline in Picture Books of Fantastic There and Back Again Stories. Int J Lit Arts. 2023;11(3):110-118. doi: 10.11648/j.ijla.20231103.13
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijla.20231103.13,
author = {Naoko Koda and Kanae Hara},
title = {Analysis of Storyline in Picture Books of Fantastic There and Back Again Stories},
journal = {International Journal of Literature and Arts},
volume = {11},
number = {3},
pages = {110-118},
doi = {10.11648/j.ijla.20231103.13},
url = {https://doi.org/10.11648/j.ijla.20231103.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.20231103.13},
abstract = {Children acquire a variety of information from picture books and apply this information to reality. Fantastic narrative picture books contribute to child development of their imagination by providing various simulated experiences that they cannot experience in reality. The structure of there and back again stories is related to secure base. Child readers are expected to gain real and indirect fictional experiences, which promote psychosocially healthy development. This study quantitatively analyzed the storylines of 217 picture books of fantastic there and back again stories with human protagonists and explored the features of simulated experiences that children get from these. There were many cases in which the protagonists moved by themselves without help in a way impossible in the real world, implying children’s preference for novel experiences. The simplified description of the return movement was consistent with the conditions for establishing a secure base. This would stimulate the readers’ imagination after reading, in addition to the experience of exploration. In storylines with helpers, male protagonists are predominantly moved by the help of imaginary entities, which are consistent with previous studies showing that many male protagonists in picture books reflect the image of active and curious males. Moreover, there were many cases in which child protagonists were helped by imaginary entities associated with animism. Moving to another place with the help of imaginary entities overlaps with the zone of proximal development and is attractive for children. There were many cases in which the protagonists voluntarily moved to or were invited to visit paranormal places and were accepted there. This matches the self-centered nature of children. Cases in which the protagonists partake in adventure or fight in paranormal places are attractive to children and are expected to become materials for fantastic play activities. Storylines often lack clear features. Various narratives without templated contents are expected to encourage children to use their imagination to overcome various difficulties in life.},
year = {2023}
}
TY - JOUR T1 - Analysis of Storyline in Picture Books of Fantastic There and Back Again Stories AU - Naoko Koda AU - Kanae Hara Y1 - 2023/06/06 PY - 2023 N1 - https://doi.org/10.11648/j.ijla.20231103.13 DO - 10.11648/j.ijla.20231103.13 T2 - International Journal of Literature and Arts JF - International Journal of Literature and Arts JO - International Journal of Literature and Arts SP - 110 EP - 118 PB - Science Publishing Group SN - 2331-057X UR - https://doi.org/10.11648/j.ijla.20231103.13 AB - Children acquire a variety of information from picture books and apply this information to reality. Fantastic narrative picture books contribute to child development of their imagination by providing various simulated experiences that they cannot experience in reality. The structure of there and back again stories is related to secure base. Child readers are expected to gain real and indirect fictional experiences, which promote psychosocially healthy development. This study quantitatively analyzed the storylines of 217 picture books of fantastic there and back again stories with human protagonists and explored the features of simulated experiences that children get from these. There were many cases in which the protagonists moved by themselves without help in a way impossible in the real world, implying children’s preference for novel experiences. The simplified description of the return movement was consistent with the conditions for establishing a secure base. This would stimulate the readers’ imagination after reading, in addition to the experience of exploration. In storylines with helpers, male protagonists are predominantly moved by the help of imaginary entities, which are consistent with previous studies showing that many male protagonists in picture books reflect the image of active and curious males. Moreover, there were many cases in which child protagonists were helped by imaginary entities associated with animism. Moving to another place with the help of imaginary entities overlaps with the zone of proximal development and is attractive for children. There were many cases in which the protagonists voluntarily moved to or were invited to visit paranormal places and were accepted there. This matches the self-centered nature of children. Cases in which the protagonists partake in adventure or fight in paranormal places are attractive to children and are expected to become materials for fantastic play activities. Storylines often lack clear features. Various narratives without templated contents are expected to encourage children to use their imagination to overcome various difficulties in life. VL - 11 IS - 3 ER -
Information
Email: