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1、EarlyChildhoodEducationJournal,Vol.33,No.1,August2005(Ó2005)DOI:10.1007/s10643-005-0020-8Piaget,MeetLilly:UnderstandingChildDevelopmentthroughPictureBookCharacters1,21CoryCooperHansenandDebbyZamboPicturebooksappealtoreadersofallagesformanydifferentreasons
2、.Asinstructorsofchilddevelopment,weusethemasonestrategytohelpstudentsconceptualizethephysical,cognitive,andsocioemotionalgrowthofchildren.Weusepicturebookstointroduceprinci-ples,explainvocabulary,andencouragestudentstomakeconnectionsbetweentheoryandpract
3、iceinearlychildhoodeducation.Inthisarticle,weprovideexamplesofpicturebooksthatcanbeusedtounderstandchildrenfrominfancy(birth–2years)toearlychildhood(2–6years).Twenty-foursuggestedtitlesaccuratelynarrateandillustrateearlydevelopment.KEYWORDS:Picturebooks;
4、childdevelopment;physicaldevelopment;cognitivedevelopment;socio-emotionaldevelopment;earlychildhoodeducation;preserviceteachers;earlydevelopment;teachingstrategies.Everytimewediscoveranewpicturebook,weearlychildhoodeducators.Ourdiscussionbeginseagerlyexp
5、loreit,lookingforlinksbetweenwhatwithoneofthemostnotedtheorists:JeanPiaget.happensinthestoryandthetheoriesandprinciplesPiagetstudiedhisownchildrentodiscoverthewepresentinourchilddevelopmentcourses.Weoriginsofknowledge,howchildrenacquireknowl-scrutinizeth
6、estoryforcharacterswhobehaveinage-edge,andtheformsthatknowledgetakesatdifferentappropriateways.Weexamineeachillustrationforages.Heusedcarefulobservation,interviews,andaccuracyinrepresentingphysical,cognitive,andso-hands-ontaskstoexaminethereasoningabiliti
7、esofcioemotionaldevelopment.Asearlychildhoodchildren.Throughhisingenuityandeffort,Piagetinstructorsinateacherpreparationprogram,weareremainsinfluentialinchildpsychologytoday(Dixon,alwayslookingforstoriesthatcanpromotelively2003).Now,imaginewhatitwouldhaveb
8、eenlikeifdiscussionandcriticalthinkingaboutchilddevelop-Piagetmetandstudiedthelovable,independentmenttheory.OurgoalistoidentifybooksthatcancharacterLilly,fromthepicturebookLilly’sPurplehelpourstudentsmakeconnectionsbetween
