Communication comprises both verbal and non-verbal expression, similarly, the nature of a picture book is also a combination of verbal communication (words) and visual communication (pictures). Pictures and picture books are picture signs, whereas words are conventional signs, as they are based on a certain agreement. The role of pictures is to represent something, while the role of words is to tell a story; words and pictures are in constant interaction (Nikolajeva, 2003).
Speech is subjective, and it represents the individual expression of language, which the individual uses to communicate and express itself. Language is objective and cultural, as it follows norms, which are common to all the members of a certain language group.
The main factors influencing speech and language development in the pre-school period can be traced back to the domestic and institutional environment. Parents should encourage the child’s speech, read him fairy tales, sing with him, attend theater and puppet shows, talk with him etc. Educators, on the other hand, should be a language example to children, provide them with adequate environment and activities which are focused on the encouragement of communication skills, especially in the period of intensive development.
We are familiar with the milestones of speech and language development, but we can generally observe some deviations in children with special needs. They can face shortcomings in various areas, which can influence their development, and even influence the speech and language development in some groups, such as in children with Down syndrome, who often experience noticeable problems in this area of development.
When dealing with children who have trouble communicating, we can use supported communication, which can complete or replace speech. We can break this kind of communication down into hand signed systems, such as gestures, sign language, facial expression, body posture etc., and into picture and sign systems, like communication boards, communicators, electronic devices that generate sound, etc.
Through the case study and the literary analysis of three picture books (Coronavirus: A book for children; My hero is you: How kids can fight Covid-19; Virus, virus, You Cannot Scare Me!) we will find out how we can establish a dialogue on the pandemic with a group of pre-schoolers, as well as with children with Down syndrome. In fact, in Italy the first cases of coronavirus infections appeared on the 30th of January 2020, thus the pandemic was officially declared. The same occurred in Slovenia, only on the 4th of March 2020. My two-year-old Sister with Down syndrome will also be involved in the study, and we will try to introduce this topic and have a conversation about it with her.
On the basis of the study and the literature, the main goals of the study will be to develop guidelines to help educators encourage communication on pandemic tales with both children with typical development and those with Down syndrome, as well as to put forward suggestions on how the educator can encourage the child's communication with elements of gesture-supported communication. Throughout the study, the role of the integration of alternative ways of encouraging communication in pandemic tales in groups of pre-schoolers with Down syndrome, as well as the possibility of using elements of supported communication on this topic when dealing with a whole group of children will constantly be emphasized.
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