DOI: 10.53136/979122181938032
Pages: 455-467
Publication date: June 2025
Publisher: Aracne
SSD:
M-PED/01
Frequently and erroneously classified as children’s books (a designation often employed in a reductive manner, suggesting works of little substance or significance) picture books emerge as a valuable educational resource within the developmental process. This essay, presenting the preliminary reflections of an experimental study, seeks to highlight the potential of picture books as a sustained instrument of care, capable of engaging with the core themes of adolescence through an expressive and artistic interpretative framework.
