Emergent literacy, visual literacy i czytanie dialogowe. Potencjał edukacyjny i emancypacyjny książki obrazkowej w środowisku rodzinnym i przedszkolnym
Emergent literacy, visual literacy and dialogic reading. Educational and emancipatory potential of picturebook in the family and kindergarten environment

Summary/Abstract: The article concerns contemporary perspectives on early education, early, emergent and visual literacy, and concepts of the development of cognitive, linguistic, and socio-emotional competencies by using picture books in the dialogic reading method. Picture books for small children, especially early-concept picture books, which present nouns, verbs, or adjectives and are aesthetically designed, have a great potential, and are important for the gaining of cognitive, emotional, and visual codes and ideas by the child, especially when they are introduced by an adult (parent at home or teacher in a preschool institution) through an active, dialogic manner of reading. Dialogic reading is shown and described by G.J. Whitehurst and other researchers as an interactive and stimulating method of cognitive and socio-emotional development, which enhances the children’s speaking and reading competencies independently of their class, race, or gender – which is of emancipatory significance. The main aim of the text is to turn the reader’s attention to the significance of interactive reading of precisely selected, high-quality picture books by parents and early education teachers in the context of children’s development.

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