An illustrator's narration through pictures has a significant impact on the perception of a picture book as a whole. Illustrations are closely connected with text, which is why they are extremely important. Both components affect the overall aspect of a picture book (Haramija, Batič, 2013). In the theoretical part of this paper, titled Views of Kindergarten Teachers on Illustrations in Slovene Picture Books, I presented characteristics of (quality Slovene) picture books and their structure. I summarized findings of different authors in this field and diverse perspectives that form a quality picture book and illustration. In more detail, I focused on illustration; since illustrations are an integral part of a picture book and are connected with its text and other components, picture books were also addressed. Illustrations (and picture books) are important in the kindergarten. I presented their effect on children, what messages they convey, how children react to them, what they notice on them, etc. In this process, kindergarten teachers assume a very important role, which is why I also presented the role of a kindergarten teacher as an intermediary between a child and a picture book.
In the theoretical part, I carried out a survey to examine how kindergarten teachers from Slovene kindergartens perceive quality picture books (awarded with the Golden Pear award) and how they use them in their work.
I determined that kindergarten teachers are mostly inclined to use Slovene picture books and that they often use them in their work (in different ways and during different parts of a daily routine in the kindergarten).
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