1. Introduction and Guide to Picture Books by Teacher Tao Leti ● *No Fairness* ● *No Match* ● *Good Things Are Great* 2. Picture Book Creation and the Way of Life ● During the lecture, teacher Tao Leti shared the creative connections and personal style between several picture books. She mentioned that she didn't intentionally plan a series; rather, the characters (such as the elephant) naturally evolved during the creative process, leading to stories with different protagonists. Although the protagonists differ, all three books revolve around similar core plots, exploring the same event from different characters' perspectives, forming a multi-faceted narrative style. ● The teacher emphasized that "picture books are meant to be read aloud." Therefore, rather than using ornate or highly literary language, she prefers simple, relatable, and fluent text. If a sentence doesn't flow smoothly when read aloud, it's unsuitable, as picture book reading is primarily conveyed to children through sound; fluency is more important than literal beauty. ● The teacher also mentioned the importance of repetition in picture books. The repeated appearance of similar plots or sentence structures helps young children build predictive abilities, increases their participation and reading interest. Children become more immersed in the story as they guess how it unfolds. 3. Challenges in Creation ● When the main character is small, they are easily overlooked in the illustrations. Therefore, adjustments to composition and perspective are needed to highlight the character and present the story within a limited number of pages, testing the author's control over pacing. ● A balance must be struck between literary merit and readability. While beautiful words are appealing, if they are not conducive to reading aloud, they can hinder children's understanding of the story. Therefore, continuous revision and selection are necessary to make the story more concise and clear. ● Transforming abstract concepts such as "fairness" or "emotions" into stories that young children can understand requires concrete scenarios and character interactions, allowing children to naturally experience these concepts through reading, rather than through direct instruction. ● The teacher also mentioned that she doesn't use many idioms or prefers rhyming writing. Although idioms or rhyming sentences appear more elegant in literary expression, they may be more difficult for young children to understand and can even affect fluency during reading aloud. Therefore, she prefers to use simple, relatable language so that children can easily understand the story content, while also making it easier for adults to read aloud. This writing style better suits the characteristic of picture books as "stories to be read aloud."

Implemented by Department of Early Childhood Education
Date: 2026/04/14