Examination of illustration books according to theory of mind elements

The aim of this study is to analyze the mental state expressions in picture books for preschool children and to examine how these books contribute to the development of theory of mind. Theory of mind refers to the cognitive ability to understand and interpret one's own and others' mental states—such as emotions, thoughts, intentions, beliefs, and false beliefs. Considering that the foundations of this ability are formed during early childhood, the quality of visual and verbal stimuli presented to children is of critical importance. In this context, 30 picture books published within the last decade were selected and analyzed through qualitative content analysis. The analysis was conducted across six fundamental components of theory of mind: emotions, thoughts, intentions, beliefs, false beliefs, and understanding others' perspectives. The frequency and depth of these mental state expressions in the books were identified and illustrated through sample excerpts. The results of the study reveal that picture books serve not only as tools for enhancing language development but also as powerful means of supporting social cognitive skills, such as empathy, perspective-taking, emotional recognition, and interpreting social interactions. Books that focus heavily on emotional representation and provide insight into characters' internal states were particularly effective in fostering theory of mind development. Narratives involving false beliefs were found to encourage cognitive flexibility and promote the understanding of divergent perspectives. The findings offer practical recommendations for parents, educators, and children's book authors on the selection and use of picture books to support theory of mind. Additionally, this study provides a theoretical framework for designing educational materials that foster social cognition in early childhood. In this regard, it stands out as a valuable resource bridging children's literature and developmental psychology, with significant implications for early childhood education. Keywords: Early Childhood, Theory of Mind, Picture Books, Social Cognition, Content Analysis