THE INTEGRATION OF WORDLESS PICTURE BOOKS IN PRESCHOOL EDUCATION: PROSPECTS AND CHALLENGES AMONG GREEK EARLY CHILDHOOD EDUCATORS

Iliada-Anna Dimitrakopoulou, Eleni Latsou, Maretta Sidiropoulou

Abstract


This study explores the pedagogical value of wordless picture books as an innovative educational tool in early childhood education, emphasizing their capacity to foster active meaning-making processes, as well as to enrich imagination and interpretive engagement among young learners. By shifting the reading process from passive reception to participatory experience, wordless books encourage children to construct narratives through visual literacy and personal expression. The research aims to investigate the level of familiarity of early childhood educators in Greece with wordless picture books and to examine their potential integration into nursery school settings, particularly for children aged 2.6 to 4 years. Furthermore, it seeks to identify the degree of familiarity of the Greek pedagogical community with them, as well as their views on the benefits of these books for both educational practice and children’s development. Finally, it presents the thoughts and limitations regarding their integration into preschool environments. Methodologically, the study draws on a review of contemporary literature on the educational applications of wordless picture books, alongside qualitative data collected through semi-structured interviews with practicing early childhood educators. Overall, the study underscores the importance of enriching pedagogical approaches through alternative literacy tools and advocates for the wordless picture books integration into early childhood curricula as a means of enhancing both teaching practices and children's learning experiences.

Keywords


wordless picture books, visual education, preschool education, early childhood education centers

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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6762

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