The large number of "unpleasure" messages children receive throughout their school years, coupled with the lack of "pleasure" messages in the home, nullify any attraction for potentially interesting books. Avoiding books comes as a natural instinct when tied in with things that don’t bring an individual pleasure.
Children’s literature provides students with a chance to respond and develop their own opinions about the topic. It strengthens the cognitive developmental domain and encourages deeper thought about the literature being read. Difference in opinion would show up as quality literature provides minimal knowledge of what the reader should know. One student may interpret the literature differently, taking a separate piece of knowledge with
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“Wordless picture books are excellent stimuli for oral and written language.” Even wordless picture books provide a canvas for students to analyze the illustrations and develop their own dialogue to accompany the story. By doing so, students’ strengthen their cognitive functions because they are able to form opinions on their own and are able to summarize the plot of a wordless book while expressing themselves through language.
In this moment of their development, a child can make a true visual reading of a picture book, based on the pictures. He learns to read the pictures’ grammar, and this prepares him for the reading of texts. The iconographic elements constitute the message of a picture which corresponds, from a linguistic point of view, to the letters, as graphic elements, that come together to form words, then sentences, then paragraphs and chapters of a book. Another quality children’s literature provides is an avenue for children to learn about their own cultural heritage as well as the cultures of other people. It is important for students to learn their culture’s values as well as others. “Developing positive attitudes toward our own culture and the cultures of others is necessary for both social and personal development”