| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: Children’s responses to children’s picture books are a “window” into their minds, hearts, and growing abilities. Understanding children’s responses to children’s picture books is a cornerstone of supporting their holistic development, creating meaningful literary experiences, and building lifelong connections with reading. This study aims to explore the multidimensional nature of children’s responses to children’s picture books, focusing on response types, influencing factors, and educational implications. Guided by reader response theory and print literacy development framework, children’s responses to children’s picture books can be classified by expressive modality (physical, oral, visual, etc.), cognitive-behavioral processes (analytical, intertextual, personal, immersive, creative), and attitudinal orientation (positive, negative, neutral). Key influencing factors include reader characteristics (gender, cultural background, peer relationships), authorial stance, children’s picture books features (visual-text integration, text types), and school/non-school environments. This study reveals that children’s responses are active meaning-construction processes shaping their cognitive, emotional, social, and cultural development. Findings provide insights for educators, parents, and researchers to design inclusive literacy practices, emphasizing responsive instruction that values children’s agency and diverse experiences, and highlights children’s picture books as vital tools for holistic development.
Keywords: children’s responses, children’s picture books, literary engagement, literacy education
Article Info: Received: 20 Oct 2025, Received in revised form: 18 Nov 2025, Accepted: 23 Nov 2025, Available online: 27 Nov 2025
DOI: 10.22161/ijtle.4.6.10
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