Children go through a complex psychological and psychosocial reasoning process before deciding to make a decision. Psychologists and researchers have attempted to evaluate those factors that influence individuals to make reason. To a great percentage, the graphics determine how children think.
Children’s picture reading books are not only essential because of the fictitious value they provide to them, but they are also vital component in the developmental reading practice. Pictures are accompanied with the early phases of reading and one of their purposes is to assist children recognize that print has connotation before they can read . The main purpose of pictures in a child’s book, if the writer has done her or his job appropriately, is to light the text.
Understanding and grasping of the whole story line through the book is not the only vital purpose of a child’s book. Comprehending the words as well as the story by scrutinizing and visually understanding the pictures is an added function of image books in the cognitive development of children. Picture books can provide young children with a group of vocabulary which are likely to be outside the territory of their day-to-day experience.
Then again, merely looking at the words in a book as a child reads is not sufficient to expand his or her creative as well as cognitive development. Not only do children require to learn how to reason, but they need to learn how to observe what they are looking at as they think. Using pictures while learning improves the cognitive comprehension of abstract ideas to children. A child’s awareness of concept can be profoundly developed by a graphic example. This comprehension leads to brilliance in cognitive thinking.
According to psychologist Vygotsky , a child’s intellectual is affected by the knowledge that he acquires from what he or she observes. He also adds that language is the most essential tool for acquiring social knowledge. A child learns what he is taught through language. The Zone of proximal development (ZPD) is the key feature of Vygotsky theory. ZPD has two levels: the first level describes what a child does without the help of visual aid and the other level is what the child can do with aid of people and graphics. The difference between these two levels is what Vygotsky defined as a zone of proximal development.
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