An analysis of visual-textual cohesion in children's literature centered on values education for early childhood

ABSTRACT This study aims to examine the visual-text alignment in children's literature works focused on values education addressed to early childhood. The research employed the survey model, a qualitative research method. The study sample and data source consist of 29 children's literature works included in three sets published by different publishing houses (Diyanet Foundation Publications, Erdem Publishing Group, Nar Çocuk Publishing) in Turkey between 2017 and 2021, all focusing on values education for early childhood. The selected works were chosen through criterion sampling based on criteria such as targeting early childhood, being structured around values education, and being published as part of a set between 2017 and 2021. Early childhood in this study refers to the 0–8 age range, with a particular focus on works intended for children aged 3–6. During the data collection phase, the "Values Education-Focused Visual-Text Alignment Evaluation Form" was used to assess the visual-text alignment in the 29 children's books. This evaluation form includes 13 items designed to measure the relationship between visuals and text in the books. For the data analysis, each book set was read twice by the researcher. Then, during a third reading, each set was evaluated individually based on the 13 items in the evaluation form using a "yes-partially-no" scale. This process was repeated for all sets. After completing the evaluation tables, a final review was conducted to complete the analysis. The qualitative data obtained were tabulated and interpreted using content analysis. The findings from the analyzed works were supported by examples of texts and illustrations from the books. As a result of the study, general findings related to visual-text alignment were presented separately for each of the three sets (29 books) focused on values education for early childhood. When all the works were evaluated together, it was found that more than half of the books demonstrated a satisfactory level of visual-text alignment. Overall, the analysis indicated that the illustrations in many of the works offered opportunities for young readers to create their own stories without the need for accompanying text. However, in some books, the illustrations were found to be inadequate in reflecting the content of the text, not constructed in alignment with the narrative, and lacking the visual continuity and coherence necessary for effective visual literacy when considered independently from the text. Keywords: Early Childhood, Values Education, Children's Literature, Illustration, Visuals, Text