I came across references to Mary Renck Jalongo’s Young Children and Picture Books during my Internet searches on the “importance of children’s picture books.”  When I realized it was an actual book I immediately checked 2nd favorite research spot: the public library I love the public library! I clicked on the library catalogue bookmark and lo, the system had Jalongo’s book!

I have been going through her book for several days now. It is largely geared towards teachers.  There is a lot of information about reading in the classroom, involvement of parents, acquisition of literacy and comprehension, culture, and resources. However, this slant does not detract from the book’s appeal to a general audience. It is very interesting: I had no idea of the depth of facets to children’s picture books! 

For example, here is some of the table of contents: 
1) The Importance of Picture Books
2) Quality of Picture Books
4) Young Children’s Responses to Picture Books
5) Acquiring Literacy through Picture Books
7) Linking Picture Books with Curriculum 

Jalongo covers many aspects of picture books in her work, which is under 200 pages in length. Additionally, she includes recommendation of “quality” picture books for children of all different age groups. 

She  uses examples from classrooms, quoting real children and analyzing their experiences, to illustrate the chapters. I enjoyed reading the children’s words. They provide a nice contrast to Jalongo’s academic tone (though she is quite readable), and are cute!

These quotes particularly stood out to me:

“Engagement with picture books while we are young forms the basis for becoming a literate adult, one who not only decodes words accurately but also enjoys reading and takes the time to read” (1). 

“To realize the full potential of children’s literature, adults must accept two complementary guiding principles: that the purpose of picture books is to engage children with literature, and that the picture book is a major resource in children’s acquisition of literacy” (2). 

“Although children certainly do achieve important learning goals through picture books, the process must begin with enjoyment, rather than with a dreary, adult-directed lesson” (2).

“Picture books embody at least three stories: ‘the one told by the words, the one implied by the pictures, and the one that results from the combination of the other two’ (Nodelman & Reimer 2003, 295)” (12). 

Would I recommend this book? Yes, at least to flip through. In it’s entirety it is probably most appealing to teachers of young children with picture books in their classrooms. However, Jalongo makes interesting points about the importance of picture books beyond the classroom setting as well. It benefits all of us to be aware of the integral part picture books play in our children’s growth and development.