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Early Childhood Education Journal, Vol. 33, No.

I, August 2005 (© 2005)


DOI: 10.1007/s 10643-005-0020-8

Piaget, Meet Lilly: Understanding Child Development


through Picture Book Characters

Cory Cooper Hansen^'^ and Debby Zambo^

Picture books appeal to readers of all ages for many different reasons. As instructors of child
development, we use them as one strategy to help students conceptualize the physical,
cognitive, and socioemotional growth of children. We use picture books to introduce princi-
ples, explain vocabulary, and encourage students to make connections between theory and
practice in early childhood education, tn this article, we provide examples of picture books
that can be used to understand children from infancy (birth-2 years) to early childhood (2-
6 years). Twenty-four suggested titles accurately narrate and illustrate early development.

KEY WORDS: Picture books; child development; physical development; cognitive development; socio-
emotional development; early childhood education; preservice teachers; early development; teaching
strategies.

Every time we discover a new picture book, we early childhood educators. Our discussion begins
eagerly explore it, lookitig for links between what with one of the most noted theorists: Jean Piaget.
happens in the story and the theories and principles Piaget studied his own children to discover the
we present in our child development courses. We origins of knowledge, how children acquire knowl-
scrutinize the story for characters who behave in age- edge, and the forms that knowledge takes at different
appropriate ways. We examine each illustration for ages. He used careful observation, interviews, and
accuracy in representing physical, cognitive, and so- hands-on tasks to examine the reasoning abilities of
cioemotional development. As early childhood children. Through his ingenuity and effort, Piaget
instructors in a teacher preparation program, we are remains influential in child psychology today (Dixon,
always looking for stories that can promote lively 2003). Now, imagine what it would have been like if
discussion and critical thinking about child develop- Piaget met and studied the lovable, independent
ment theory. Our goal is to identify books that can character Lilly, from the picture book Lilly's Purple
help our students make connections between picture Plastic Purse (Henkes, 1996). At their meeting, Piaget
book characters, the children that they know, and the might have asked Lilly to perform some of the tasks
theories we want them to learn. In this article, we he had developed and would have talked to her about
present a rationale for including children's literature the strategies she used as she solved them. One task
in child development and education courses and Piaget might have asked Lilly to perform was a
share titles and practical recommendations for other conservation of number task. He would have laid out
Lilly's shiny quarters in one row and placed an equal
number of quarters right below in a parallel row.
Piaget would then ask Lilly which row contained
'Department of Elementary Education, Arizona State University, more, or if they were the same. Next, he would have
Arizona, USA. spread out the bottom row of quarters so that it
^Correspondence should be directed to Cory Cooper Hansen, looked longer and once again ask Lilly which row
Department of Elementary Education, Arizona State University,
4701 W Thunderbird Road, Glendale, Arizona 85069-7100, USA;
contained more, or if they were the same. From
e-mail: cory.hansen@asu.edu Lilly's answers, Piaget would determine if her logical

39
1082-3301/05/0800-0039/0 © 2005 Springer Science-fBusiness Media, Inc.
40 Hansen and Zambo

reasoning abilities included conservation of number. response for learners of all ages. However, there have
Let's assume that Lilly was distracted by physical been few articles written specifically about using
appearance and thought there were more quarters in picture books with adults to understand the devel-
the bottom row. From her answer, Piaget would have opment and education of young children. The pur-
evidence that Lilly's level of cognitive development pose of this article is to bridge this gap by providing
was at the preoperational stage. Piaget might want to connections between theories and the picture books
support his assessment with more data and so he we use to enrich our teaching.
would take time to observe Lilly at school. If he went
on the day Lilly brought in her shiny quarters and
glittery movie star sunglasses in her purple plastic USING PICTURE BOOKS IN THE COLLEGE
purse, Piaget would have had more data to confirm CLASSROOM
his conclusion because he would have noticed that Picture books provide a cognitive boost and
Lilly had difficulty being considerate and waiting have intrinsic appeal for all learners including those
until recess to share the contents of her wonderful at the college level (Routman, 1994; Wilhelm, 1997).
purse. From his observation, Piaget would confirm For example, Smallwood (1992) uses children's lit-
that Lilly was a preoperational thinker because she erature with adult English learners in her courses
was egocentric: reasoning that everyone's feelings because the text is contextually whole and provides
about her newfound treasures would be the same as concrete illustrations of the vocabulary she wishes to
hers. Piaget would also have noted Lilly's angry teach. When faced with the challenge of engaging
response and inability to understand why her teacher, remedial-reading college students in complex litera-
Mr. Slinger, would take her treasures away. From ture, Juchartz (2004) uses the work of Dr. Seuss and
Lilly's egocentric perspective, she could not see Mr. Shel Silverstein to scaffold learning and help stu-
Slinger's point of view nor understand why she dents bridge the gap between their levels of literacy
should have to wait until sharing time. proficiency, the meanings found in complex texts,
If Piaget were then hired to teach a child devel- and their lives. Forging this connection helps stu-
opment course, he could talk about Lilly to concep- dents become active meaning makers and engaged
tualize his theory and make it come alive in his with text. Once students are involved, Juchartz leads
lectures because placing theory in context of a story them to more complicated texts with similar issues
helps students relate it to the children in their lives. and themes. Juchartz gets no objections from his
Stories are a natural and easy way to learn because as students when he uses picture books in his college
humans, we enjoy listening to narrative tales. Good classroom noting that his students are "consistently
teachers intuitively utilize and create stories to convey delighted to engage in such nontraditional material"
and pass on what they know (McCauley, 2000). As an (p. 337).
instructor, Piaget could use examples about Lilly to College textbook writers have used children's
help his students understand and remember his the- literature to illustrate the concepts and ideas they
ory. Without stories to illustrate theory, it often present. For example, Charlesworth (2000) uses the
becomes lifeless and abstract (Gillespie, 1992). beloved character Ramona (Cleary, 1968) in her child
Pictures of Lilly would further enhance Piaget's development text to illustrate changes in thinking as
theories of child development. The adage that a pic- children move from preoperational to the concrete
ture is worth a thousand words would apply because operational stage. The teacher's edition of Child
pictures would help his students visualize and Development (Santroek, 2004) suggests using Miss
understand points in his theories. For example, the Rumphius (Cooney, 1982) to spark discussion about
engaging illustrations of Lilly pretending to be a adolescent thinking and idealistic views. Fish is Fish
teacher or a diva emphasize the importance of socio- (Lionni, 1970) is recommended in a book called How
dramatic play within cognitive development. People Learn (National Research Council, 2000) to
According to Sadoski and Paivio's (2001) concept of help readers understand Piaget's concept of assimi-
dual coding, providing both a story and a visual cue lation. These examples show that using children's
provides a cognitive boost and leads to deeper literature with readers of all ages is informative,
understanding of content. motivating, and appealing. Picture books contextu-
Dual coding is inherent in the reading, listening, alize concepts, illustrate vocabulary and ideas, and
looking and talk about picture books. Used well, help students make connections, scaffold their
picture books generally heighten interest and learning, and develop reasoning skills.
Understanding Child Development through Picture Book Characters 41

Choosing and Using Books When he hears about birds, he imagines them to be
like fiying fish with wings. When he hears about
A key point to using picture books with adult
people, they are fish-like creatures dressed in clothing.
learners is a thorough knowledge of theory, access to
Fach of his mental representations is a fish-like form
children's literature, and an ability to make connec-
that is slightly altered to fit the frog's description. We
tions between theory and appropriate books. Stories
tell our students that this illustrates how children
and illustrations should match the theory presented
construct new knowledge based on what they already
in a clear and well-defined way and be of high enough
know. Using Fish is Fish (Lionni, 1970) helps us
quality and interest to promote lively discussion and
provide a visual of Piaget's notion of assimilation.
critical thinking. We like stories with human char-
Our students go to field placements several days
acters, or animal characters with decidedly human
a week. One way to encourage connections between
characteristics, that display a wide range of physical,
the theories they learn in class and the children in
cognitive, and socioemotional features.
their lives is to read humorous portrayals of life in the
We use carefully selected picture books that meet
classroom like David Goes to School (Shannon, 1999).
the above criteria as one strategy to supplement the
After listening to and examining the pictures in this
course text. They are used to introduce theories, help
short story, students get into small groups to discuss
students understand vocabulary and concepts, and to
the theories or principles displayed by the main
encourage students to make connections between
character, David. David's plea to go the bathroom,
everyday experiences with children and concepts. Our
again, always starts discussion about the physical
students are open and enthusiastic to our use of
development of young children. Students relate their
picture books. One student wrote that she looked
ideas about the children they personally know and
forward to coming to class because she would hear a
these lively case study discussions help students see
story that she could connect to the children in her life.
the practical use of theories to understand children,
Stories were important to her because she was able to
plan developmentally appropriate instruction, and
shut out everything else and prepare herself for the
address everyday classroom events.
learning to follow.
Virtually every theory or principle, with a little
To introduce theories and concepts, we read
creativity and a good selection of stories, can come
books aloud to our students, and encourage them to
alive in the pages of a book. We have found the
discover connections between theory and a charac-
following six titles especially effective to illustrate and
ter's behaviors and ideas. For example, we read
narrate physical, cognitive, and socioemotional
Munsch's (1996) Stephanie's Ponytail to help students
development during infancy, toddlerhood (birth-
discover the importance of modeling in social learn-
2 years), and early childhood (ages 2-6 years).
ing theory (Bandura, 1977). Bandura's theory reveals
that children learn from models and imitation and
our students are quick to discover how Munsch's INFANCY AND TODDLERHOOD
characters imitate Stephanie's hair no matter how
ridiculous they look. As the semester progresses, we Physical Development
encourage students to create their own connections, The first years of life are a time of growth and
make analogies, and develop meaning within the refinement as both nature and nurture work to unfold
comforting confines of picture book discussions. an infant's body and mind. Basic reflexes develop into
Besides using picture books to help students re- motor skills and children learn how to roll over,
late to theory, we also use them to help our students crawl, and eventually walk. Improving fine-motor
understand specific terms and vocabulary within a skills and eye-hand coordination allow babies to ex-
theory. For example, to help our students understand plore everything in their world. Recent research has
the meaning of Piaget's term assimilation, we use an shed new light into the rapid brain development of
idea provided by the National Research Council infants and toddlers. Their brains consume much
(2000). We read Fish is Fish by Leo Lionni and dis- energy as dendrites expand their reach to inner areas
cuss how the fish assimilates new information into his and synapses grow in density in areas devoted to
existing schema. In the story, frog returns to the pond vision and hearing (Diamond & Hopson, 1998).
where he grew up to tell his friend, the fish, all about Interaction with all the sounds, sights, tastes, smells,
his land adventures. When frog tells fish about cows, and touch in the environment provide the stimulation
he sees them as large fish with horns and udders. for growth.
42 Hansen and Zambo

Waddell (1989) presents many aspects of physi- and exploring nature with her father during a trip to
cal development through narrative and pictures in the park.
Once There Were Giants. On the first page, an older A clown cake hallmarks her next birthday and
sister carefully holds a swaddled infant, which can wrapping paper, toys, and a book surround the two-
remind students of the importance of physical contact year-old. These age-appropriate presents are further
on the neural development of the infant brain. The examples of the types of stimulation growing toddlers
next page features the growing infant dropping need. Amid the excitement, the girl is crying and her
everything from her highchair as she practices her parents tend to her needs by settling her down on a
motor skills and gains an understanding of her power colorful quilt. Birthday Presents can promote dis-
to get others to react to her needs. cussion on newborn reflexes, stimulation and the
A tangle of baby toys on the next page indicates brain, and sleep and rest habits as babies develop
objects that help develop sensory and perceptual cognitively.
skills. An illustration of her crawling celebrates
advancing loeomotor skills and the telltale, flat-foo-
Socioemotional Development
ted waddle of toddler, reaching out to one of the
consistent and important people in her life, is accu- Attachment—the strong emotional bond be-
rately portrayed as she continues to grow. The illus- tween babies and their caregivers—and development
trator. Penny Dale, carefully presents advances in of a sense of self are key concepts in understanding
physical development and stimulation needed during the socioemotional development of infants and tod-
the early years. dlers. When children attach to others, a secure base
forms from which to explore the world (Siegel, 1999).
However, children must sometimes be away from
Cognitive Development
their caregivers and find ways to calm themselves.
Piaget proposed that children proceed through Self-soothing can be done by stroking a security
four stages of cognitive development with different blanket, rocking oneself to sleep, or thumb sucking.
reasoning skills at each stage (Piaget & Inhelder, Frikson's theory of psychosocial development
1969). According to Piagetian theory, infants in the (1980) espouses these ideas. Frikson suggests that
sensorimotor stage (birth-2 years) actively construct children pass through eight stages, each with partic-
knowledge about the world using all their senses. As ular goals, accomplishments, and concerns. At each
cognitive abilities expand, language skills advance stage, a child must resolve a developmental crisis to
from gurgling and cooing to a vocabulary explosion develop a positive self-image and social view. For
around two years of age (McDevitt & Ford, 1987). example during trust versus mistrust, an infant (birth
Children learn to speak through interactions with to 18 months) will develop a sense of trust if care-
caregivers, who intuitively respond to their cues givers are responsive and meet needs regularly.
(Gopnik, Meltzoff & Kuhl, 1999). In Owen, (Henkes, 1993) attachment and posi-
Rylant (1987) highlights cognitive development tive socioemotional development clearly influence the
during the sensorimotor stage in Birthday Presents. life of a toddler and his family. Owen finds comfort
The story begins with a mother and father holding, when playing by himself because Fuzzy, the yellow
kissing, and talking to their infant daughter as they blanket he has had and loved since he was a baby, is
celebrate her birth. The infant's face turns towards always nearby. Owen uses the blanket to help self-
her mother's big smile and her father is nearby gently regulate and manage stress as he begins to discover
touching her bald, little head. The words and pictures his sense of self and growing independence. Owen's
emphasize the importance of touch and language to parents, although wishing to wean him from the be-
stimulate an infant's cognitive growth. loved blanket, continue to be sensitive and responsive
Each birthday celebration, over the next pages, to his needs—characteristics of parenting that con-
illustrates general trends in development. At one tribute to secure attachment. Cutting the blanket into
year, she is sitting in the grass and reaching out to smaller, less obtrusive pieces is a mutually satisfac-
touch her star-shaped birthday cake. The pages that tory compromise when continuing to carry a security
follow continue to focus upon the rich kind of sen- blanket becomes a social issue. Owen has become
sory experiences babies need to provide stimulation instrumental in promoting discussions among our
for cognitive development; being tossed on her mo- students that include the child's perspective, under-
ther's knee, smelling flowers, eating birthday cake. standing why children attach to blankets or teddy
Understanding Child Development through Picture Book Characters 43

bears, and the role of parenting in fostering strong Vygotsky looked at child development from a
bonds that lead to a child's growing independence different perspective. His Mind in Society: The
and strong sense of self. Development of Higher Psychological Processes (1978)
proposed a sociocultural theory of cognitive growth.
To Vygotsky, both informal interactions and formal
EARLY CHILDHOOD
schooling convey the way in which a child's culture
Physical Development responds to and interprets the world. Informally,
adults mediate experience and help children learn the
Farly childhood (ages 2-6) continues to be a
tools and processes that their culture rewards. For-
time of rapid physical growth with many changes
mally, through education, teachers systematically
in body proportion and advancing fine and gross
impart ideas, concepts, and behaviors that children
motor skills (McDevitt & Ormrod, 2004). Chil-
need to be successful in school.
dren begin to run, jump, and hop during this
time and, in doing so, become increasingly aware Kevin Henkes (1996) presents both perspectives
of their bodies and the space surrounding them. in an entertaining and accurate view of the world
These growing abilities cause them to lose their through the eyes of a preoperational thinker in Lilly's
rounded, babyish appearance. Fine motor skills Purple Plastic Purse. The main character, Lilly, loves
are tuned and children are able to hold and use school and her teacher until she gets in trouble for
pencils, cut with scissors, and dress themselves. not controlling the urge to share her purple plastic
Pretend roles are often infused into physical play purse. Her teacher, Mr. Slinger, is trying to reinforce
that includes chasing, throwing, climbing and behaviors needed to be successful in school but Lilly
swinging. Balance develops to the point that is not quite ready to accept this cultural norm. In
young children begin such culturally specific contrast, Lilly acts Hke a typical, egocentric pre-
activities as riding a bicycle and using playground schooler, looking at the world from her own per-
equipment. spective and needs. Other examples of preoperational
cognitive development include a penchant for imag-
Parts (Arnold, 1997) is told from the point of
inative play (she acts out what she will be when she
view of a five-year-old boy who does not understand
grows up) and centration (believing three quarters are
all the changes happening to his body and reasons
better than a dollar because they make noise). Lilly's
their occurrence with a young child's logic. When he
Purple Plastic Purse sheds unique insight into the
discovers his first loose tooth, he thinks all his teeth
world of early childhood.
will fall out forever and when some hair falls out in
his comb, he thinks he is going bald. Although the
illustrator uses a somewhat cartoonish manner, the Socioemotional Development
boy's body reflects physical development toward a
Farly childhood, for most American children,
more adult-like appearance. His head is still propor-
includes starting school. Frikson (1980) looked at this
tionately large, but his stomach has grown flat and he
stage as being a time when initiative challenges guilt
has a leaner look than a toddler. The illustrations
because children, during early childhood, become
depict typical early childhood indicators of advancing
more assertive and take initiative to say what they
fine and gross motor skills such as playing with toys
believe. The challenge of this developmental period is
in a sandbox, throwing a baseball, and drawing pic-
to maintain a zest for activity while learning to con-
tures.
trol impulse. Children begin to reason concretely and
categorize themselves by the various traits they be-
Cognitive Development
lieve they possess. What is visible (such as physical
Thinking in early childhood evolves from sen- features) strongly influences their self-worth.
sory exploration to representing the world mentally During this time, a child's level of social adjust-
in schemes, imagery, language, and symbols. Piaget ment depends on caring adults who allow them to
(1969) called this second stage preoperational because make choices and learn from their mistakes. Adults
even with these advances, children still lack logical are important to children with their words of
reasoning, and are perception bound. They tend to be encouragement and support. Resiliency builds when
egocentric and self-centered cognitively, failing to children have a caring other who helps them progress
realize that there are perspectives other than their through difliculties and bounce back to move on
own. positively (Werner & Smith, 2003). Children who
44 Hansen and Zambo

Table I. Additional Picture Books by Developmental Stage

Infancy/Toddlerhood
Physical development
Curtis, J. L. (1996). Tell me again about the night I was born. New York: HarperCollins.
Harris, R. H. (1996). Happy birth day. Cambridge, MA: Candlewick.
Marzollo, J. (1998). How kids grow. New York: Scholastic.
Cognitive development
Kraus, R. (1971). Leo the late bloomer. New York: Windmill.
Lionni, L. (1970). Eish is fish. New York: Scholastic.
Shannon, D. (1998). No, David! New York: Scholastic.
Socioetnotional developtnent
Bang, M. (1999). When Sophie gets angry—really, really, angry .. .New York: Blue Sky.
Henkes, K. (1989). Jessica. New York: Greenwillow Books.
Hughes, S. (1988). Dogger. New York: Lothrop, Lee, and Shepard.
Early childhood
Physical development
Bate, L. (1975). Little rabbit's loose tooth. New York: Scholastic.
Curtis, J. L. (1993). When I was little, a four year old's memoir of her youth. New York: HarperCollins.
Wood, A. (1982). Quick as a cricket. New York: Scholastic.
Cognitive development
Fox, M. (1985). Wilfrid Gordon McDonald Partridge. Brooklyn: Kane/Miller.
Gerstein, M. (1998). The wild boy. New York: Farrar.
Lester, H. (1999). Hooway for Wodney Wat. New York: Scholastic.
Socioemotional development
Fox, M. (1988). Koala Lou. San Diego: Voyager Books.
Henkes, K. (2000). Wemberly worried. New York: Greenwillow Books.
Munsch, R. (1996). Stephanie's ponytail. New York: Annick.

have this support thrive and can achieve despite opment. The stories supply a natural context for
adversity. theories and the illustrations visually depict devel-
Stand Tall, Molly Lou Melon (Lovell, 2001) opmental change and often make it memorable
clearly tells how feeling loved impacts resiliency. through lovable characters. This dual coding of
Molly Lou draws from the positive advice her information increases the possibility that theories will
grandmother provides when she moves to a new be more deeply processed and retained (Sadoski &
school and others make fun of her because she is Paivio, 2001).
physically unattractive. She uses her seemingly neg- This article explains how we supplement our
ative attributes in every way possible to develop new child development text with picture books to intro-
friendships and overcome the taunts of the bullies. duce theories, help students understand vocabulary,
Molly Lou's resiliency to overcome negative experi- and encourage students' connections between prin-
ences through belief in her grandmother's words and ciples and the children in their lives. Our experiences
personal self worth shows how self-esteem can using picture books this way is rewarding and satis-
weather the trials of creating relationships outside the fying. One student told us that learning about theo-
home. ries this way gave her a new understanding and
insight into characters in a story she already loved.
SUMMARY When one begins to use picture books to remember
theory and relate it to children's lives, their value
Pieture books are one strategy Piaget could have increases and they are never read or remembered in
used to enrich his teaching and they are a strategy quite the same way again.
today's instructors can use to help students concep-
tualize important principles and theories for the
education of young children. Table t contains addi-
tional titles that contribute to understanding in early REFERENCES
childhood education and development. Picture books Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ:
Prentice-Hall.
add appeal and interest to theories and provide a Charlesworth, R. (2000). Understanding child development: Eor
cognitive boost as students learn about child devel- adults who work with children (5th ed.). New York: Delmar.
Understanding Child Development through Picture Book Characters 45

Diamond, M., & Hopson, J. (1998). Magic trees of the mind. Siegel, D. J. (1999). The developing mind. New York: Guliford.
New York: Plume. Smallwood, B. A., (1992). Children's hterature for adult ESL
Dixon, W. E. (2003). Twenty studies that revolutionized child literacy. Washington, DC: National Clearinghouse on Literacy
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Gillespie, T. (t992). Teacher, researcher, storyteller. In T. Newkirk ED353864).
(Ed.), Workshop: By and for teaehers (pp. 13-30). Portsmouth Vygotsky, L. S. (1978). Mind in soeiety: The development of higher
NH: Heinemann. psychological processes. Cambridge, MA: Harvard University
Juchartz, L. R. (2004). Team teaching with Dr. Seuss and Shel Press.
Silverstein in the college basic reading classroom. Journal of Werner, E. E., & Smith, R. S. (2003). Armadillos aren't the only
Adolescent and Adult Literaey, 47(4), 336-341. mammals that grow armor. In E. Wallace & Dixon Jr. (Eds.),
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CHILDREN'S BOOKS CITED
McDevitt, T., & Ormrod, J. R. (2004). Child devetoptnetU: Arnold, T. (1997). Parts. New York: Scholastic.
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McDevitt, T. M., & Ford, M. E. (1987). Processes in young Henkes, K. (1993). Owen. New York: Greenwillow.
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In M. Ford & D. Ford (Eds.), Humans as .self-constructing Greenwillow.
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National Research Council. (2000). How people learn: Brain, mitid, Scholastic.
experience, and school. Washington, DC: National Academic Munsch, R. (1996.). Stephanie's ponytail. New York: Annick.
Press. Rylant, C. (1987). Birthday presettts. New York: Orchard.
Piaget, J., & Inhelder, B. (1969). The psychology of the child. New Seuss, Dr. (1961). The stteeches and other stories. New York:
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Routman, R. (1994). Invitations: Changing as teachers and learners Shannon, D. (1999). David goes to sehool. New York: Blue Sky.
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theory of reading and writing. Mahwah, NJ: Eribaum.
Santroek, J. W. (2004). Child development teacher's edition (lOth
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