Have you ever read a picture book when you were a child and connected the pictures with the text as you read? Or perhaps imagined what might happen next? Just as we anticipate the next episode while watching a drama or program based on its preview, we used to imagine the backstory of picture books or animated films when we were young. ‘The Piggy Book’ by Anthony Browne is a globally popular picture book, familiar even to children in distant countries like South Korea. Let’s explore through this article why picture books, especially by Anthony Browne, have traveled across the world and been loved by diverse children, and what impact they have had on them.

Reading a book isn’t just about reading the words; it’s about understanding and expanding upon the content. Reading that enhances a reader’s imagination and creativity is not only about a complete understanding of the book but also a great opportunity to expand one’s own world.

Furthermore, the pictures in picture books are not only captivating but also serve as important tools that provide hints to aid in understanding the content or to vividly illustrate situations within the book. The relationship between text and illustrations is not one-dimensional, thus requiring active interpretation from the reader.

Anthony Browne’s ‘The Piggy Book’, one of the picture books that captivated children worldwide, tells the story of a father who delegates all household chores to the mother and becomes lazy with his two sons after she leaves home, turning them into pigs. The story concludes with the mother’s return and their plea for forgiveness. While Browne’s narrative tends to address gender stereotypes and domestic labor, he invites readers to imagine whether the family has changed and how they might redefine normal and true family through hidden clues and the final scene. One hint the car license plate in the last scene. Reading ‘SGIP 321’ backward reveals ‘PIGS 123’, suggesting three pigs. This offers readers an opportunity to ponder whether the family has remained unchanged after the mother’s return or if there are other reasons.

Another of Anthony Browne’s picture books, ‘Willy the Wimp’, depicts the protagonist Willy always being timid and apologizing to stronger gorillas as he grows up. Through exercise, he tries to overcome his physical weakness. The story concludes with Willy, now physically larger, rescuing a troubled friend and remembering the words, “You’re my hero.” However, as he walks away, he accidentally hits a lamppost and appears to shrink again. This sparks curiosity about whether he truly returned to his previous size or underwent a lasting change, raising questions and depicting the journey of a developing protagonist. This also serves as an example of how picture books handle readers’ rich imaginations.

Imagination is the ability to guide us through the process of creating images based on the subjects we experience. It allows us to visualize images in our minds or evoke them. Imagination accumulates steadily as we are exposed to various environments from childhood, requiring numerous direct and indirect experiences. Unlike books supplemented with illustrations for explanation, picture books, where the balance between text and images is equal or skewed towards images, allow us to see concrete objects that cannot be perceived in reality, prompting us to ponder and contemplate even the unseen aspects. Picture books thus belong to a category of books that enable us to perceive the world more vividly and consider its unseen depths.

Using picture books in education has a positive impact on language development. Children learn new vocabulary, understand sentence structures, and naturally acquire language skills through pictures and stories. Picture books like ‘The Three Little Pigs’ and ‘Willie’ use simple and repetitive language patterns, making it easy for children to follow along and thus promote language development. Additionally, picture books teach children various emotions and how to regulate them. By observing how the protagonist in ‘The Three Little Pigs’ copes with situations, children naturally learn emotional regulation skills, positively influencing their social and emotional development.

Now, how should educators guide the use of these picture books in educational settings? Firstly, when reading picture books, teachers should pay attention to several key aspects. The effective sequence for guiding picture book exploration includes exploring the cover, examining the illustrations, and reading the text while connecting it with the pictures. It’s essential to evoke children's curiosity and imagination through various questions about the characters and story development based on the cover illustrations. Then, as the pages are turned, questions should be asked about the meaning of the illustrations, connections between the cover and the story, and various other aspects to stimulate children’s diverse responses. Finally, while reading the text, questions and answers should ensure that what was imagined aligns with the story’s content, concluding the reading process.

Educators need to create an environment where children can express diverse thoughts while concentrating on reading. To avoid distractions caused by numerous questions, teachers should adjust their tone and pace, especially when children’s voices become louder. Strategies such as gradually calming the atmosphere as children become more animated or providing real-life examples to aid comprehension when children find the content challenging are commonly used in educational settings.

How should educators conduct imagination-enhancing activities using picture books? Firstly, there are discussion activities. Discussions on topics like “What if your family became pigs?” or “Have you experienced similar situations at home?” allow children to freely express their opinions, encouraging active participation. During classroom discussions, it’s crucial for teachers to encourage as many children as possible to participate by ensuring equal speaking time using timers, especially for those who typically speak less.

Educators can integrate art activities with picture books. Activities such as drawing pictures inspired by the book or engaging in theatrical performances based on the story are examples of this. By directly immersing themselves in the story’s scenes through acting or creating songs, children can understand the book’s content in various ways. ‘The Three Little Pigs’ is not just about events at home but also addresses responsibility, understanding others, and ethical issues. Similarly, ‘Willie’ serves as material for discussing broader topics like true growth and what it means to become an adult, providing diverse perspectives on growth and maturity.

In conclusion, picture books like ‘The Three Little Pigs’ serve as excellent tools for stimulating children’s imagination and creativity. When educators incorporate picture books into teaching, they not only provide children with direct and indirect experiences but also promote the development of various skills such as language and social abilities. Unlike books composed solely of text, the illustrations in picture books can accommodate infinite interpretations, making children authors of their stories. Thus, various approaches to guiding picture book exploration can enhance a range of competencies, including imagination, making it a core aspect of picture book guidance in educational settings.

(Image source(in order) : Google, Gyobo, Gyobo)