Looking at and listening to picture and story books is a ubiquitous activity, enjoyed by many young children and their parents. Well before children can read for themselves they are able to learn from books. Looking at and listening to books increases children’s general knowledge, understanding about the world and promotes language acquisition. Capitalising on children’s natural love of books, recent research indicates that both socio-pragmatic and cognitive mechanisms underlie what and how young children benefit from looking at and listening to picture and story books. The aim of this Research Topic is to foster an interdisciplinary exchange of the methods that have been used to uncover how and what young children learn from books and the knowledge that this work has revealed. Moreover, this collection of papers seeks both to demonstrate the breadth of information pre-reading children learn from books and to further our understanding of the mechanisms that support this learning. As such this Research Topic will be useful for researchers as well as educational practitioners and parents who are interested in optimizing children’s learning.
We encourage authors to submit basic research from any theoretical perspective. We welcome original research articles, reviews, hypothesis and theory articles, methodological articles, and brief commentaries or opinion pieces.
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
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