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"The central dynamic of most conventional picturebooks is, then, the relationship between a relatively simple text with a supposedly childlike point of view and a relatively more complex picture offering an adult perspective on the children being depicted-- a perspective children are meant to acknowledge and accept" (Nodelman).

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"The central dynamic of most conventional picturebooks is, then, the relationship between a relatively simple text with a supposedly childlike point of view and a relatively more complex picture offering an adult perspective on the children being depicted-- a perspective children are meant to acknowledge and accept" (Nodelman).

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"In terms of the swerve through adult content, however, texts of children's literature characteristically work by teaching a child-reader more in order to understand the value of knowing less--accessing adult sophistication in order to understand the appropriate way of being childlike as understood in adult thinking about children" (Nodelman 20)

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"As pictures communicate to children, they not only meet children's needs for beauty, order, and information but they further the children's perceptual development in forming a bridge between the concrete and the abstract" (Burke 160). 

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"As pictures communicate to children, they not only meet children's needs for beauty, order, and information but they further the children's perceptual development in forming a bridge between the concrete and the abstract" (Burke 160). 

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Burke addresses the idea that illustrators have the power to present a way of life that may be unknown to many children.

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"Young children not only reap enjoyment from picture books but they learn visual discrimination, literacy and appreciation"

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I was surprised when Burke said that it is "necessary that children become 'expert' in selecting picture books" because I initially thought he was disapproving of children exploring different literature rather than sticking within the bounds set by their parents and teachers. As I kept reading, however, I realized that Burke only meant children should be able to decipher what quality writing and messages are and/or look like; which is something that we are still taught to do as college students.

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"In some cases, as in wordless books, the pictures communicate the whole story" (Burke 160).  Burke explains that pictures are simply a form of communication, whether they are supplemental or stand alone.

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"In some cases, as in wordless books, the pictures communicate the whole story" (Burke 160).  Burke explains that pictures are simply a form of communication, whether they are supplemental or stand alone.

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"Picture books help young children develop an understanding of how artists use art elements to achieve their purposes," (Burke 161). Beyond creating literacy, I found this argument very interesting that picture books are a way to introduce students to art and the meaning it can create within a context. When children are interested in the pictures they can foster an enjoyment that stems from art. I think this is a value I did not previously think about because it goes beyond just the context of the text and its meaning.

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"Picture books help young children develop an understanding of how artists use art elements to achieve their purposes," (Burke 161). Beyond creating literacy, I found this argument very interesting that picture books are a way to introduce students to art and the meaning it can create within a context. When children are interested in the pictures they can foster an enjoyment that stems from art. I think this is a value I did not previously think about because it goes beyond just the context of the text and its meaning.

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Indexicality - symbols (often words) that represent a concept

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Indexicality - symbols (often words) that represent a concept

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The human mind does not think in words from birth - language is acquired from a child listening to the people around them. Nodelman posits that when children are learning to read, seeing a picture alongside a word helps link the sign to its designated meaning.

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Burke argues that children's books create "careful thinking about the words they use to tell or describe the story and illustrations... and greater awareness about how the pictures and story relate to each other" (Burke 161). The combination of pictures and text is thus vital for young children as it helps expand the child's vocabulary, learn to tell a story, and learn the connection between the pictures and the text.

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Burke argues that children's books create "careful thinking about the words they use to tell or describe the story and illustrations... and greater awareness about how the pictures and story relate to each other" (Burke 161). The combination of pictures and text is thus vital for young children as it helps expand the child's vocabulary, learn to tell a story, and learn the connection between the pictures and the text.

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Nodelman discusses the idea that "Children's literature most centrally teaches children how to be child-like in terms of adult-authorized ideas of childlike-ness."

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"Picture books help young children create stories and thereby refine language skills" (Burke 161). Picture books help children learn new words and vocabulary by associating them with the pictures on the page.

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"Picture books help young children create stories and thereby refine language skills" (Burke 161). Picture books help children learn new words and vocabulary by associating them with the pictures on the page.

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Burke's article explains how picture books allow young children to develop a sense of story. They get to experience both the visual and verbal story. This may also help children begin to understand emotions.

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Burke's article explains how picture books allow young children to develop a sense of story. They get to experience both the visual and verbal story. This may also help children begin to understand emotions.

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"Picture books invite observation, inference, focus, conclusions, judgement, and creative language" (Nodelman 161). Nodelman comments how picture books allow young readers to connect to stories even before they may be able to read. 

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"Picture books invite observation, inference, focus, conclusions, judgement, and creative language" (Nodelman 161). Nodelman comments how picture books allow young readers to connect to stories even before they may be able to read. 

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Burke explains that picture books help children learn and practice emerging literacy and thinking skills, such as inference, focus, observation and conclusions. Reading the story through illustrations helps students learn how to become readers before they learn to read as they develop these reading skills.

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Burke explains that picture books help children learn and practice emerging literacy and thinking skills, such as inference, focus, observation and conclusions. Reading the story through illustrations helps students learn how to become readers before they learn to read as they develop these reading skills.

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"They have pictures because children, people believe, need or at least greatly benefited by their presence." 

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"They have pictures because children, people believe, need or at least greatly benefited by their presence." 

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"The picture would not be necessary if a lot of other words - the kind of words we find in dictionary definitions - were there" (Nodelman 13). Pictures in children's books help fill in the gaps in a story where excess words are not present.

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"The picture would not be necessary if a lot of other words - the kind of words we find in dictionary definitions - were there" (Nodelman 13). Pictures in children's books help fill in the gaps in a story where excess words are not present.

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"Picture books broaden the world of young children" (Burke 162). Picture books often break down complex ideas or issues into simplified storylines. This help children to grasp new ideas and concepts they may have otherwise never been exposed to. 

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"Picture books broaden the world of young children" (Burke 162). Picture books often break down complex ideas or issues into simplified storylines. This help children to grasp new ideas and concepts they may have otherwise never been exposed to. 

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What stood out to me in Nodelman's chapter was the binary or "two-ness" in children's literature, such as good vs bad, home vs away, a safe place made "secure" but "constraining" by adults, dangerous vs exciting, and most significantly, a "childlike" way of thinking and a "mature" one. Children are always perceived as more ignorant, less wise, less experienced, less mature, less damaged, etc. Nodelman also discusses the two types of endings, as some "happy endings emerge from child characters coming to appreicate adult containment," while other happy endings are "freedom from oppressive adult unimaginativeness" (19). Good children's literature should include a balance of both.

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The value that both agree upon is that picture books or graphic novels help build children's understanding of language and vocabulary. It also helps children build and associate images with words.

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Nodelman argues that picture books are valuable, as they require children to make sense of both words and pictures on a page and make sense of the relationship between them. While picture books are often thought of as simplistic, Nodelman believes that they require complexity that is often not acknowledged.

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Nodelman argues that picture books are valuable, as they require children to make sense of both words and pictures on a page and make sense of the relationship between them. While picture books are often thought of as simplistic, Nodelman believes that they require complexity that is often not acknowledged.

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Picture books provide visual cues and attract young readers through clean, stylized images . Furthermore, it conveys something more specific than a word might, like a species of tree or breed of a dog

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"Or even more problematic, for those not yet familiar with the language, for foreigners or very young children__ what does "tree" mean anyway?" (Nodelman 12). Reminiscent of sign + signifier = signified, Nodelman shares how important picture books are in developing a child's language.

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"Or even more problematic, for those not yet familiar with the language, for foreigners or very young children__ what does "tree" mean anyway?" (Nodelman 12). Reminiscent of sign + signifier = signified, Nodelman shares how important picture books are in developing a child's language.