Inferring characters feelings using illustrative and text evidence: How picture books support comprehension

ABSTRACT Children's literature plays a vital role in fostering young children's social and emotional learning, particularly in enhancing their emotional intelligence. This qualitative study explores how teachers reading aloud from carefully selected picture books can help young children identify, name and recognise emotions displayed by characters, thereby boosting their inferential comprehension. The findings underscore the significance of teaching children to draw evidence from both illustrations and text to support their inferences. With intentional guidance, young children can develop a strong vocabulary to aid in meaningful and intentional discussions about emotions beyond using surface level vocabulary.