Fictionalised Non-fiction Picturebooks: An Appropriate Information Format for Imparting Knowledge and Developing Critical Thinking Skills in Early Childhood
Keywords:
Children's Picturebooks, Fictionalised Non-fiction, Information Literacy, Critical Thinking, Early Childhood DevelopmentAbstract
This article presents an analytical conceptual synthesis of research and theoretical perspectives in children’s literature, developmental psychology, information literacy, and early childhood education to examine the status of fictionalised non-fiction picturebooks as a distinct informational form appropriate for young children. Rather than positioning factual information and imagination as opposing modes, the article argues that integrating factual knowledge with imaginative narrative aligns with the cognitive and emotional development of children aged three to seven. Drawing on research concerning children’s fantasy–reality distinctions, narrative comprehension, and multimodal learning, the synthesis demonstrates that fictionalised non-fiction picturebooks function as an intermediary space in which children construct meaning from life-related information through emotional engagement and narrative structure. This process supports both knowledge acquisition and the gradual development of analytical thinking and information literacy over time. The article further discusses implications for the design and production of children’s picturebooks within contemporary educational contexts.
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