그림책과 영상기술의 만남: 그림책비디오를 중심으로

김세희 ( Sae Hee Kim ) 한국어린이문학교육학회 2002 어린이문학교육연구 Vol.3 No.1

본 연구는 현재 가정이나 유아교육기관에서 사용되고 있는 그림책비디오의 생성과정과 발달과정을 살펴보고 그림책비디오가 어린이에게 문학을 전달하는데 바람직한 수단인지 그 가능성을 탐색해 보고자하는 것을 목적으로 하였다. 그림책비디오는 Weston Woods를 중심으로 어린이 책을 기반으로 한 필름제작에서 시작하여 텔레비전, VCR, 비디오카세트의 발달에 힘입어 필름스트립이 현재의 그림책비디오로 제작되었다. 나아가 그림책비디오는 다양한 제작기술을 도입하여 더욱 세련된 형태로 제작 출시되고 있다. 뿐만 아니라 제작진들은 원작에 충실한다는 철학을 고수하면서 교육현장의 많은 요구들을 수용하여 교육적인 성격을 지속적으로 유지할 수 있었던 것으로 나타났다. 그림책비디오는 그림책과는 다른 차원의 영상예술적인 면에서 어린이들에게 훌륭한 이야기를 들려줄 수 있고, 어린이의 이야기에 대한 이해를 도울 수 있으며, 어린이를 문학의 세계로 인도할 수 있으며, 실용적인 측면에서 시각적으로 큰 그림을 제공하여 동시에 많은 유아들이 문학적 경험을 공유할 수 있다는 장점을 갖는다. 그러나 어린이가 그림책을 볼 때 보다 그림책비디오를 볼 때 내적 이미지 형성에 대한 노력을 적게 할 가능성과 장기적으로 습관이 될 가능성도 있다는 부정적인 측면도 있다. 그러므로 그림책비디오는 그림책을 대치하는 수단이기 보다는 그림책과 연계하여 사용하여 어린이의 여러 측면의 발달을 돕는 문학의 전달매체로서 사용되어야 한다. 이를 위해 좋은 비디오를 선택하여 어린이들에게 적절히 제공하는 교사, 부모, 도서관 사서의 보다 책임있는 역할이 요구된다. The purposes of this study were to investigate the formative and developmental process of video based on picture book and to examine the possibility of video based on picture book to be a desirable tool delivering children`s literature. The video based on picture book has started from the films based on picture book and has evolved with the development of television, VCR, and video cassette. The videos based on picture book are now produced by a multitude of production techniques, depending on the nature of the stories and their graphic style. The artwork in picture books has been transferred the from the page to the screen faithfully accepting the need of teachers. The strong points of video based on picture book are offering the good story telling for children in the audiovisual art dimension, improving young children`s story comprehension ability, leading the children to the world of literature, and offering shared literature experience for many children simultaneously by the big screen(pictures). Video based on picture book also has a weak point. Children could make less effort to create inner image, watching video based on picture books rather than reading picture books. What is more, it could be a bad habit eventually. Therefore, videos based on picture book should be used for introducing books to children rather than substituting books. Futhermore, it is a duty for teachers, parents, and librarians to select the good videos and offer them to children in a right way.

그림책에 대한 예비유아교사의 인식 연구

이승은 한국교원교육학회 2022 한국교원교육연구 Vol.39 No.4

The purpose of this study is to find out the comprehensive perception of picture books by pre-service early childhood teachers and to explore whether pre-service teachers' perspectives on picture books are changed and reorganized through picture book reading program. The subjects of the study were 98, pre-service teachers in the 1st to 3rd grades of the department of Early Childhood Education at the University of N City. In order to find out the overall perception of pre-service teachers related to picture books, a survey was conducted on 98 pre-service teachers. As a result of the study, First, in the area of 「picture book selection criteria」, pre-service teachers regarded the interest and developmentally appropriateness of children as the most important consideration. Second, in the area of 「information & attitude related to picture books」, it was found that they recognized the importance of picture books, had high interest, but felt that there was a lack of information on picture books, and wanted to learn various things about picture books. Third, in the area of 「effectiveness of using picture books,」 it was found that it was possible to teach efficiently through picture books and to recognize positive effects. In addition, 38, 3rd-grade pre-service teachers were asked to participate in the Picture Book Reading Program(PBRP) designed to understand and appreciate the value and meaning of picture books, and then explored how their perspectives on picture books changed and reorganized. As a result of the study, First, the aspect of 「selection and utilization of picture books」, after participating in the PBRP, pre-service teachers could understand not only the educational meaning of picture books but also the value of picture books as literary works and artworks, and newly understand picture books from the teacher’s point of view. Second, in terms of 「picture book-related experience」, it was previously recognized as an easy and picture-oriented book for children, but through in the PBRP, the possibility of sharing various emotions with children has expanded. Third, in terms of 「the value and meaning of picture book after participating PBRP」, it was found that the perspective of picture books changed while understanding and enjoying picture books from a wide perspective, away from the prejudice that picture books are for children. 본 연구는 예비유아교사들의 그림책에 대한 전반적인 인식을 알아보고, 그림책의 가치와 의미를 구성할 수 있는 그림책 읽기 경험을 통해 예비교사들의 그림책에 대한 관점이 변화하고, 재구성되는지 탐색하는 것을 연구의 목적으로 한다. 연구대상은 전남 N시의 4년제 유아교육학과 1~3학년 예비교사 98명이었다. 예비교사들의 그림책 관련 전반적인 인식을 알아보기 위해서 예비교사 98명에게 설문조사를 하였다. 연구결과, 첫째, 「그림책 선정기준」 영역에서 예비교사들은 유아의 흥미와 발달을 가장 고려해야 할 사항으로 여기고 있었다. 둘째, 「그림책 관련 정보 및 태도」 측면에서는 그림책의 중요성을 인식하고, 관심도 높았으나 그림책에 대한 정보가 부족하다고 느끼고, 배우고 싶어하는 것으로 나타났다. 셋째, 「그림책 활용의 효과」 영역에서는 그림책을 매개로 효율적으로 가르칠 수 있다는 것과 긍정적 효과를 인식하는 것으로 나타났다. 그리고 전체 연구대상 중 3학년 예비교사 38명에게 그림책의 가치와 의미를 이해하고 감상할 수 있도록 구성된 그림책 읽기 프로그램에 참여하게 한 후, 그림책에 대한 관점이 어떻게 변화하고 재구성되는지 탐색하였다. 연구결과, 첫째, 「그림책 선정 및 활용」 측면에서 예비교사들이 그림책 읽기 프로그램을 통해 교육적 의미뿐 아니라 문학작품이자 예술작품으로 그림책의 가치를 이해하고, ‘교사’의 관점에서 그림책을 새롭게 이해하고 그림책을 즐기면서 다양하게 감상하고, 활용할 수 있게 되었음을 알 수 있었다. 둘째, 「그림책 관련 경험」 측면에서 이전에는 유아들이 보는 쉽고, 그림이 위주가 되는 책 정도로 인식하였으나, 그림책 읽기 경험을 통해 어릴 적 기억과 다양한 정서를 떠올리면서 유아들과 다양한 감정을 공유할 수 있는 가능성이 확장되었음을 알 수 있었다. 셋째, 「프로그램 참여 후 그림책의 가치와 의미」 측면에서는 그림책이 유아용이라는 편견에서 벗어나 넓은 견해로 그림책을 이해하고 즐기면서 그림책에 대한 생각이 변화하였음을 알 수 있었다. 예비교사를 위한 그림책 중심 활동이 글과 그림의 언어를 이해하고, 그림책 본연의 가치를 이해하며 놀이처럼 즐기는 경험을 제공함을 제시한 본 연구의 결과를 바탕으로 그림책을 통해 개정 누리과정에서 강조하는 유아․놀이중심 교육과정의 구현이 가능함을 강조할 수 있다.

Children’s Picture Books as a Source of L2 Literacy Curriculum: A Preliminary Corpus-based Study

최은영,이영희 한국영어학회 2022 영어학 Vol.22 No.-

It has been a widely accepted claim that reading a children’s picture book lays a foundation for young learners’ literacy development. Despite meaningful efforts to promote picture-book programs at public schools in the domestic education context, a feasible, tailored picture-book literacy program is still mostly confined to private education sectors, not public English classroom settings. By employing a corpus-based approach to lexical difficulty, thus, this study purports to delve into whether children’s picture books in native L1 English can be utilized as a primary source of an L2 literacy curriculum accessible in Korean public class settings. To this end, using the Project Gutenberg archive, we built a corpus of children’s picture books entitled the COCH, which encompasses 600 stories with 452,219 tokens. Then, we computed the token coverage rate of each picture book using two-tiered analyses. One was to employ VP-Kids levels 1 to 10 (Roessingh and Cobb 2008) as baseword level lists, and the other was to adopt the KEBWL lists (Shin 2015) compiled based on the national English curriculum of Korea. The results evidenced that sixty children’s picture books reached the threshold level of token coverage when the VP-Kids lists were applied. When the KEBWL lists were based, though, it was found that only ten books could survive to fit into the literacy curriculum for elementary schoolers and twenty-nine picture books for secondary schools in the Korean teaching context. During analyses, this study was attentive to how children’s picture books that exceed the minimum threshold level of token coverage could have been adjusted and how off-list words could have been revalued to take in more picture books in the shortlist of the L2 picture-book-based literacy curriculum. Implications and future research directions concerning a children’s picture book as a source of L2 linguistic and cultural literacy will be discussed.

그림책 선정기준에 관한 예비유아교사의 인식 조사

양혜영 한국어린이문학교육학회 2023 어린이문학교육연구 Vol.24 No.2

This study investigated pre-service early childhood teachers' perceptions of the picture book selection criteria. Forty-four pre-service early childhood teachers who took the 'Children's Literature' class were selected as research participants. The research materials were personal reflection papers, personal presentation contents, discussion contents, and the instructor's class reflection notes, which were analyzed. As a result of this study, pre-service early childhood teachers selected picture books that relieve depression and anxiety, picture books that make the heart happy to read, and picture books about people living precious daily lives as the picture books they were interested in. In addition, pre-service early childhood teachers selected picture books about germs (viruses) that help with hygiene management, picture books that help ‘children communicate naturally with nature,’ and picture books that can 'extend the concept of play.’ The implication of this study is that pre-service early childhood teachers became more interested in picture books through the active process of selecting picture books. The qualitative change in class due to the active participation of pre-service early childhood teachers brought about a change in the teaching methods of the instructors. Based on this, the researcher would like to propose quantitatively and qualitatively expanding the class activities for selecting picture books to help pre-service early childhood teachers have a genuine interest in picture books and have time to discuss interesting picture books during children's literature classes.

퍼스의 기호학을 활용한 그림책 분석

신소연 ( Shin So Yean ),장혜진 ( Chang Hae Jin ) 한국기초조형학회 2017 기초조형학연구 Vol.18 No.3

현대 그림책은 실험적이고 창의적인 컨텐츠로 어린이뿐 아니라 성인에까지 그 독자층을 넓히고 있다. 본 연구에서는 이러한 현대 그림책을 이해하기 위해 퍼스의 기호학을 활용하여 그림책 속에 담긴 기호들의 의미를 해석하고 현대 그림책의 확장된 역할에 대해 논하고자 한다. 기호학적 관점으로 그림책을 분석한 연구사례를 알아보고, 다양한 기호학 분석 방법 중 퍼스의 기호학을 활용하여 그림책을 도상적 표현, 지표적 표현, 상징적 표현의 3영역으로 분류하고 해석하였다. 연구의 결과, 퍼스의 기호학 해석은 무한히 이어질 수 있는 기호작용을 열어 두고 있으며 포용력 있는 확장된 열린 해석방법으로, 퍼스의 기호학을 활용한 그림책 분석 과정을 통해 독자들은 그림책이라는 친숙한 매체로부터 지식습득, 자기개발을 위한 학습, 삶에 대한 성찰과 같은 기회를 가질 수 있다. 도상적 표현의 그림책들은 감각적인 시각이미지가 우선시 되며 즉각적이고 명확한 해석으로 이끈다. 지표적 표현의 그림책은 글과 그림의 기호가 서로 상호보완적인 역할을 하여 종합적인 사고를 확장시키며 전문적인 지식을 습득하는데 도움을 준다. 마지막으로 상징적 표현의 그림책들은 글이나 그림을 통해 작가의 세계를 표현함에 있어 철학이나 감정 같은 다소 난해하고 모호한 상징적 기호들을 사용하며 이를 독자가 공감하고 추측하는 과정을 통해 읽어 나가게 된다. 앞으로 그림책 제작과 개발은 논리적이고 체계적인 연구를 바탕으로 이 시대가 필요로 하는 보다 심층적인 복합예술매체로써 그림책의 역할에 적합하게 이루어져야 할 것이다. Modern picture books contain experimental and creative contents, which is widening its reader class from children to adults. This study aims to interpret the meaning of signs inside the picture book by using the Peirce`s Semiotics to understand these picture books, and to discuss its extended roles through such. The major cases of picture book analysis based on the Semiotics was surveyed, and using the Peirce`s Semiotics among the various semiotics analysis methods, the picture books was classified into 3 categories for analysis: picture books of iconic, indexical, and symbolic expression. As a result of the research, the interpretation on Peirce`s Semiotics opens the sign action that could be continued infinitely, and is the extended and open interpretation method. Through the procedure analyzing picture books with the Peirce`s Semiotics, readers could have knowledge, study for self-development, and time to introspect on life from a friendly media named a picture book. Picture books of iconic expression, in which sensuous visual images are top priority, lead to immediate and clear interpretation. Picture books of index expression extend synthetic thinking of readers through the complementary roles between the sign of texts and pictures, and help them acquire specialized knowledges. Lastly picture books of symbolic expression use a little difficult and ambiguous symbolic signs, such as philosophy and emotion, in expressing author`s world with texts and pictures which readers understand in the course of sympathizing and guessing. In future picture books should be developed and produced, based on the reasoning and systematic studies, in a way suited for the role of picture books as a further composite art medium which meets the demand of this age.

유아의 연령과 성에 따른 그림책 선호 경향

김선옥(Kim Sun Ok),윤정빈(Yoon Joung Bin),지은주(Ji Eun Ju),유승희(Yu Seung Hee) 한국열린유아교육학회 2006 열린유아교육연구 Vol.11 No.6

본 연구는 유아가 선호하는 그림책의 장르와 그림책을 선호하는 이유를 알아보기 위해 3세-6세 유아 170명을 대상으로 유아가 선호하는 그림책 763권을 분석하였다. 그 결과, 첫째, 유아가 선호하는 그림책의 장르는 사실동화, 환상동화, 전래동화 순으로 나타났으며 유아의 연령과 성에 따라 차이가 나타났다. 둘째, 유아가 그림책을 선호하는 이유는 플롯, 인물, 주제 순으로 나타났으며 유아의 연령과 성에 따라 차이가 나타났다. 셋째, 유아가 그림책을 선호하는 이유를 그림책의 장르에 따라 살펴보면 전래동화, 환상동화, 사실동화는 플롯, 인물, 주제 순, 전기는 인물, 교육적 요소 순, 정보책은 교육적 요소, 인물 순으로 나타났다. 넷째, 유아가 반복적으로 선호한 그림책의 장르는 전래동화, 환상동화 순으로 나타났으며 유아의 연령에 따른 차이는 없었으나 성에 따른 차이가 일부 나타났고, 그림책을 선호하는 이유는 플롯, 인물, 주제 순이었으며 연령과 성에 따른 차이가 나타났으며, 그림책의 장르에 따라 그림책을 선호하는 이유에서도 차이가 나타났다. This study investigated genres and the reasons of preferences in picture books. The subjects were 763 picture books. The results of this study are as follows; First, genres of picture books that children prefer were grouped into categories of realistic, fantasy, fairy, and informational picture books. There was a significant difference for children's gender and age. Second, the reasons of preferences in picture books were revealed by factors of plot, character, theme, artistic factor, and educational factor. These also showed a significant difference for children's gender and age. Third, the reasons of preferences in picture book had a significant difference at genre; fairy, fantasy, and realistic picture books revealed by the order of a plot, character, theme, and artistic factor; biography revealed character and educational factor; informational picture book revealed instructional factor and character. Fourth, genres of picture books that children preferred repeatedly were by the order of fairy, fantasy, realistic picture books. There was no significant difference for children's age, but there was a significant difference for children's gender. The reasons of preferences in picture books that children prefer repeatedly were by the order of a plot, character, theme, with a significant difference for children's gender and age.

글 없는 그림책의 ‘그림 읽기’ 요소와 체계화

방미영(Mee Young Bang),홍동식(Dong Sik Hong) 한국디자인학회 2024 디자인학연구 Vol.37 No.1

Background : Contemporary picture books are expanding to cover a wide range of readers, from children to adults, and the forms of picture books are also diversifying. Recent international awards received by a Korean author have brought significant attention to ‘textless picture books’ in South Korea. In contrast to traditional picture books, textless picture books adopt a ‘visual storytelling’ approach and actively communicate with modern readers in a ‘look and read’ manner. Academic research on picture books without text has been increasing since 2011, there remains a lack of research on new approaches to reading textless picture books. Therefore, there is a need to establish a new concept of ‘Reading Picture’ in modern textless picture books, which minimize text and convey stories through a visual-centered approach. Therefore, this study aims to elementalize and systematize of ‘Reading Picture in textless picture books. Methods : The literature review focused on the unique characteristics of text and pictures in relation to picture books, the definition and recent trends in picture books, and semiotics. The concept of ‘Textless Picture Books’ and ‘Reading Picture’ were identified, and through the morphology and semiotics of semiotics, the four elements of ‘Reading Picture’ - immediacy, convenience, implication, and complexity – were - were identified and systemized into the ‘2i2c RP (Reading Picture) System’. The case analysis is a qualitative research method, and 12 textless picture books were selected from overseas award-winning books by Korean authors to systemize ‘Reading Picture’ into elements. Results : As a result of analyzing the 12 textless picture books through the ‘2i2c RP System’ indicated that, first, morphological elements were read through ‘immediacy(i)’, which is the intuitive recognition of the form of the picture, and ‘convenience(c)’, which is the easy accessibility due to the absence of text. Second, semantic elements were read through ‘implication(i)’, which is the inference of the picture to figure out the meaning, and ‘complexity(c)’, which is the various interpretations. Conclusions : The ‘Reading Picture’ in textless picture book is a ‘2i2c RP System’ process of recognizing shapes with immediacy and convenience in terms of morphology and interpreting meanings with implication and complexity in terms of semantics. Therefore, it is a way of reading that actively induces and reinforces the reader’s position from the role of a passive reader.

정서적 체험에 기초한 아동 그림책 연구 - 백희나의 그림책을 중심으로 -

임아문,오치규 한국기초조형학회 2023 기초조형학연구 Vol.24 No.5

Paper picture books are still very important learning methods for preschoolers, attracting children’s interest in reading in the form of pictures and texts, and providing a platform for preschoolers to learn knowledge stockpiling. These days when interactive emotional experiences are emphasized, preschoolers’ paintings are not only reading tools but also need to emphasize emotional experiences in the process of reading pictures. The purpose of this study is to improve children’s emotional experience by seeking ways to educate children’s social emotions through picture books, which meet UNESCO’s needs for children’s social emotion learning education. The research method is to organize theoretical knowledge of the functionality of children’s picture books, explain the need for children’s picture books to experience emotions, and establish a model for children’s picture books to experience emotions. Through a case analysis of the picture book by Korean author Baek Hee-na, we analyzed how the necessary elements (sensory experience, interactive experience, and cognitive experience) are expressed in the commentary model of children’s picture book emotional experience. Finally, it explains how picture books use the elements of the emotional commentary model to improve the quality of social-emotional education for preschoolers in response to UNESCO’s request for the evaluation of child development. The results of the study not only provide children’s emotional experience needs through these three picture book emotion design elements but also meet Unesco’s social emotion education requirements for preschoolers. Therefore, no matter how much technology changes, when designing and producing children’s picture books, emotions can be delivered according to these three emotional experience factors, allowing readers to increase participation and emotional experience through picture book visual information. Analyze children’s picture books from the perspective of emotional experience, enrich existing picture book design theories, and further improve children’s reading efficiency.

펑즈카이(豐子愷) 그림책상을 통해 본 대만과 중국의 그림책 양상

권애영 한국외국어대학교 대만연구센터 2023 대만연구 Vol.- No.23

A Picture book is a special genre that transcends the limits and barriers of language. In recent years, picture books, once considered exclusively for children, have emerged as a new favorites in adult leisure and reading culture. This phenomenon is closely related to contemporary trends. In Taiwan and China, picture books are called Tuhuashu (圖畵書) or Huiben (繪本). Taiwan has played an important role in the development of picture books in China. The “Feng Zhikai Picture Book Awards” include both Chinese and Taiwanese artists, making it easier to compare the differences and is currently one of the most authoritative picture book awards. The awards are open to first editions, with no restrictions on the subject matter or type of artwork, and the target audience is children aged 3 to 12. Marking its eighth anniversary in 2023 after its first ceremony in 2009, the Feng Zhikai Picture Book Awards, has awarded one grand prize, four honorable prizes, and a number of recommended books. While Chinese picture books tend to focus on realism, Taiwanese picture books are mostly characterized by the intersection of fantasy and reality. Additionally, many Chinese winners feature traditional cultural symbols. In contrast, Taiwanese picture books encompass a wide range of themes and thought-provoking works, including coexistence with nature, philanthropy and peace, changes in children’s psychology and emotions in their lives, and universal feelings in everyday life, and most of them are imaginative and fantastical. This difference may stem from China’s relatively short history of picture books, while Taiwan strives to survive in free competition and prioritizes the dissemination of its own culture under national ideology.

영유아 교육기관 학부모의 그림책 읽어주기 활동

오은순(Oh Eun-soon),전진영(Chun Jin-yeong) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.7

본 연구는 영유아교육기관에 자녀를 보내고 있는 학부모들을 대상으로 그림책 읽어주기 실태, 그림책 읽어주기 인식, 그림책 읽어주기 방식, 그리고 그림책 읽어주기 인식이 그림책 읽어주기 방식에 미치는 영향을 설문지를 통해 조사하였다. 영유아 학부모는 유치원이나 어린이집을 다니고 있는 원아들의 보호자를 말한다. 그림책 읽어주기 실태를 살펴보면 학부모는 그림책 선택을 영유아에게 주고 있으나 영유아에게 읽어주기 적었으며, 그림책 선택을 어려워하고 있다. 학부모는 그림책의 글을 읽기 전이나 읽는 중에 영유아에게 그림 볼 시간을 주고 있으며, 책 내용이 어려울 경우는 이해하기 쉽게 풀이하며 읽어 주고 있다. 또 영유아의 느낌이나 의문을 자유롭게 허용하며 그림책을 읽어주고 있다. 그림책 읽어주기에 대한 학부모들의 인식은 비교적 높은 수준으로 나타났으며 그림책 읽어주기 방식에 대해서는 중간 수준 이상이었다. 그림책 읽어주기 방식에는 ‘표지 읽어주기’, ‘책 중심 읽어주기’, ‘관계 중심 읽어주기’로 3가지가 있다. 그림책 읽어주기 인식이 방식에 미치는 영향에 대해서는 인식 수준이 높으면 표지 읽어주기 방식. 책 중심 읽어주기 방식, 관계 중심 읽어주기 방식이 높으며, 그림책 읽어주기 방식 전체의 정도도 높은 것으로 나타났다. 그림책 읽어주기 인식은 그림책 읽어주기 방식에 영향을 미친다. 본 연구는 책 읽어주기의 오랜 경험을 바탕으로 학부모들에게 그림책 읽어주기에 대해 유연성을 가질 수 있는 인식과 실제 실행할 수 있는 읽어주기 방식을 소개하였다. 학부모들은 ‘표지 읽어주기’에서는 영유아에게 그림책의 호기심과 주의집중을 불러일으키며 읽어주어야 할 필요가 있으며 문학 작품의 스토리를 잘 전달하고자 하는 ‘책 중심 읽어주기’가 필요하며, 이러한 읽어주기 행위 자체는 읽어주는 이와 듣는 이 간의 관계 형성에 이바지한다. This study attempted to investigate the current status, perception and ways of picture book reading and analyze the influence of such perception on ways of picture book reading against parents with their child attending an educational institution for young children. For this, a questionnaire survey was performed. Parents of infants and young children are guardians of children who attend kindergartens or daycare centers. In terms of current picture book reading patterns, even though most parents have been reading a picture book to their young child, few of them have read it in advance. In addition, they have found it hard to choose decent picture books. Parents have given their young child the time to see the pictures before or during reading. When a book was difficult, they have read it in an easy-to-understand manner, allowing their child to freely express their feeling and ask questions. Concerning the perception and ways of picture book reading, questionnaire items were developed in person based on long field experiences, and they’ve been actually applicable to parents’ reading. They revealed meaningful reliability and validity. Parents’ perception of picture book reading was relatively high, and a way of picture book reading was an intermediate or higher level. There are 3 different types in ways of picture book reading: ‘cover reading’, ‘book-oriented reading’, ‘relationship-oriented reading’. In terms of the effects of such perception on ways of picture book reading, as the perception level was high, ‘cover reading’, ‘book-oriented reading’, ‘relationship-oriented reading’ were more common. The overall ways of picture book reading were also high. Since such perception affects the ways of picture book reading, parents should be given more chances to get information on picture books and engage in educational activities.