The role of picture books in supporting children’s emotions: perspectives of Saudi kindergarten teachers

IntroductionEmotional connection and behavioral regulation are vital for children’s development. Research shows picture books support emotional and cognitive growth in early childhood. This study examines how picture books contribute to the emotional development of preschool Saudi children, aligning with Saudi Vision 2030 and educational policies, and is guided by four research questions based on Vygotsky’s sociocultural theory.MethodsA quantitative research design was adopted employing an electronic survey of 113 female kindergarten teachers in Najran city in Saudi Arabia. The survey consisted of 35 validated items. The analysis of the survey was done through descriptive and generalization statistics.ResultsThe survey found that teachers in Saudi Arabia use persuasive questioning or engaging narrative for better engagement of students in lessons. The use of picture book narratives and illustrations helped the children recognise and understand some of their emotions through the interactive discussion and mediating strategies adopted by teachers during the reading time. However, the picture books neglected to incorporate topics exploring negative emotions, such as anxiety and anger, which limited opportunities for children to learn about and manage more distressful feelings they might experience.DiscussionThe teachers faced certain obstacles in using picture books for the emotional development of children, including a lack of culturally suitable study materials and guidance in the social and emotional development of children. The study suggests that the use of picture books in lessons be highly promoted for the emotional development of children, while also considering some of the contextual needs relevant to early years education in Saudi Arabia.