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CHILDRENВ’S PICTURE BOOKS AS AN EDUCATIONAL TOOL FOR CONVEYING INCLUSIVE VALUES: EXPERIENCES IN INFANT AND PRIMARY EDUCATION
Abstract
The article presented here has its origins in the framework of R+D project Multiculturalism and Social Exclusion in Images for Children: Illustration and Pedagogy (HAR2014-53168-P. Spanish Ministry of the Economy and Competitiveness). The fundamental aim of this project is to analyze the potential of children’s picture books as a complementary tool for teaching infant and primary level schoolchildren about values with regard to gender equality, multiculturalism, disability and, in general, “difference”. Set out herein are the results obtained in the final stage of the research project, during which the selected picture books are worked on with children in different schools with a view to determining the effectiveness of such books as a tool for teaching inclusive values. After the teaching activities had been carried out, the visual-textual results produced were analyzed using qualitative and quantitative methods in order to discern the children’s involvement and understanding regarding the practices and messages that had been worked on. The effectiveness of these publications as an educational tool is amply demonstrated with the sample used in this research project. In turn, conveying inclusive values is perfectly viable, but particular attention must be paid to the content of the selected picture book in its entirety, and similarly that this content can be understood a priori by the target audience. Activities that complement traditional text books are vital for enriched teaching. Picture books encourage reading habits with graphics and text and at the same time encourage expression in both areas, which helps the values concerned to be assimilated.
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