Preservice Teachers’ Perceptions of Anthropomorphism in Children’s Picturebooks

• In Event: Elementary Teachers Choosing and Evaluating Children's Literature

Abstract

We explore how children’s literature influences the development of socially conscious educators. Drawing from critical literacy framing and reader response theory, this study explores the perspectives of seven teacher candidates on picturebooks featuring anthropomorphic characters. In an after-class critical literacy workshop, participants engaged in discourse about anthropomorphic characters and their role in shaping narrative interpretations. Our findings underscore the importance of integrating scaffolded critical readings of children’s literature in teacher preparation programs.

Authors

• Vera Sotirovska, University of Idaho

• Margaret Vaughn, Washington State University