Using Visual Knowing Through Picture Books to Develop Cultural Identity

 and Motivation for Learning in Young Children

Abstract

As classrooms become increasingly diverse, educators often struggle with developing new methods to integrate cultural awareness the curriculum. Research has shown that visual representations are an effective means to impart knowledge, particularly in the areas of cultural studies. Picture books are commonly used in early literacy education and provide an opportunity for teachers to discuss a variety of diverse cultures. As children see themselves reflected in the learning materials, they not only begin to form the beginnings of cultural identity, but also develop a sense of importance in the larger community, possibly enhancing their motivation for learning. While more research in this area is needed, observations and reviews of case studies demonstrate picture books have potential as an effective means for fostering the development of cultural identity.  

            As young children, one of the first ways we begin to explore our world is through picture books. Children read the stories with an adult or older friend and come back later anxious to show off their new found “reading” skills by retelling the story using the pictures as memory cues. While the stories may not resemble the written narrative, young children approach the task of “reading” with confidence and excitement; their creativity based on the knowledge they have gathered from the colorful illustrations. In many preschool and kindergarten classrooms, all too often children may have their first experience with looking at picture books and creating stories when they enter the school setting. It is important in our schools, especially in buildings that have diverse populations but not a diverse teaching staff, that we provide young children with picture books to which they can relate, either by seeing their culture represented or through stories where children learn the values of differences.

Writings by Sullivan and John-Steiner describe visual knowledge as a form of language without words and discuss the powerful impact it can have as a form of social science research. While the development of cultural identity and motivation through early exposure to picture books has not been heavily researched in journals, young child educators have widely discussed the importance of using visuals as a means to develop cultural awareness. Information from these first hand accounts and training materials highlights this development of cultural identity as a way of fostering a sense of belonging to the school and larger community. The sense of belonging can then serve as a link to building intrinsic motivation for learning. This paper will serve as a brief introduction to literature describing visual ways of knowing and the development of early cultural identity in children.  It will examine first-hand accounts of the use of picture books as a means to build this knowledge and will look at the use of multicultural literature in schools where the author works. This data will be reported as a preliminary investigation to determine if further research questions about using early literacy to foster social development as a means of promoting intrinsic motivation for learning can be explored.

Visual Ways of Knowing

The idea of using the visual arts as a way of understanding human nature has long been explored by artists. Graeme Sullivan discusses the fact that as early as the 17^th and 18^th centuries, philosophers caused debates about reality and knowledge that shook the foundations of the scientific word. He reported that many artists were not comfortable with looking at the world as an ordered universe and “from this uncertainty came intense personal visions that did, indeed, help us understand the life and mind of the times” (Sullivan, 2005, p.5). He states that “our conceptions of social reality shape most of what we think, say and do” (Sullivan, 2005, p.41) and later ascertains that in modern times, art has become seen as not only a socially-mediated process, but also as a language (Sullivan, 2005, p.126). Language is one of the primary ways we are able to express our thoughts and beliefs to others, however language does not need to be limited to the spoken word. Weber and Mitchell (1996) describe visual imagery as a “strong communicative function” that “speaks with lines and colours” (p.304). They discuss art as a means to express things that cannot easily be understood through the spoken word and reference the fact that the field of psychology has long used drawings as projective measures to reach a person’s innermost thoughts and feelings (Weber and Mitchell, 1996, p.304). In her book Creative Collaboration, Vera John-Steiner (2000) discusses the Vygotskian principal that language can be described in many contexts, including symbol systems, and is a vital piece of learning (p.176). Loosely based on Vygotsky’s theory, if language is a key point of learning, and learning is a socially mediated activity, we can infer that language in both verbal and non-verbal forms has a social context.

As with any way of knowing, the observer’s lens of personal experience affects the way that we interpret visual information. For most young children, visual knowledge is one of the first ways we learn to assimilate data. We learn to recognize patterns and facial features, and as we grow, begin to make assumptions based on what we see. In fact, the development of object permanence, or understanding that things can still exist even if we cannot see them, is one of the major developmental milestones in an infant’s cognitive development. Early picture books use visuals to introduce concrete concepts such as “mommy,” “daddy,” “boy,” and “girl.” As cognition develops, children begin to relate their experiences to what they see in books and on television programs, for instance, they can make the connection between pointing to a picture of a mommy and pointing to their own mommy. Children’s play also follows this process of moving from concrete to more representation and symbolic forms and it is at this developmental stage that children start to become aware of the early forms of cultural identity. Visual references correlating to stories in picture books provide one avenue for children to recognize themselves in their learning. Weber and Mitchell (1996) reference Fiske’s studies from 1987 and 1989 that support the use of visual images as a form of text in cultural studies (p.304). It can be through visual knowledge that children begin to understand the unwritten language that explains their surroundings and with this can start to develop their own relationship to their world.

Development of Cultural Identity

Educators of young children have long understood that children begin to form their understanding of cultural identity in the preschool years. Gomez (1991) states “infants can recognize differences in those around them…children are easily influenced by the culture, opinions, and attitudes of their caregivers (p.1). As children engage in physical, social and cognitive experiences, they begin to move through the process of developing racial and cultural awareness (Biles, 1994, p.1). In an article in the periodical Family Child Care Connections, Barbara Biles (1994) gives a concise description of the stages of cultural identity development in young children. During the preschool years (age 3-4) children tend to focus on differences between people and may have difficulty with understanding variations in things like skin tone. Preschoolers have inconsistent thinking and reasoning skills and may believe that physical traits can change. By the age of 5 or 6 years, children may begin to question physical appearance and may start to understand differences between individuals. Children of this age are becoming more socially aware and may be inquisitive about cultural variations from their friends. By the primary school age years (7 and 8 years of age) children understand the concept of racial consistency. They are also able understand the many aspects of a person such as race, culture, and family system. Children in the early primary years are aware of the concepts of racism but are also eager to learn about how they relate to others (p.2). 

Since cultural awareness and identity formation begin at such an early age, it is imperative to expose children to a variety of diverse cultures and ways of knowing that vary from their own environment. In addition, it is important to help children identify characteristics that are similar across groups. One way to present these concepts is through visual means like picture books. Gomez (1991) paraphrases D.E. Norton’s paper on the use of multicultural literature by saying:

Through multicultural literature, children discover that all cultural groups have made significant contributions to civilization.  A well-balanced multicultural literature program includes literature that depicts people with a variety of aspirations, from different sociometric levels, with different occupations, and with a range of human characteristics (p.4).

The importance of displaying diversity in the surroundings of young children is paramount to the development of both their own cultural identity and their understanding of others. Biles (1994) feels using picture books that reflect diversity helps children increase their own cultural awareness (p.3). Additionally, research by Rosalie Fink (2006) asserts that “learning cultural pride and reading skills simultaneously can help bilingual students become skilled readers, thereby ending intergenerational cycles of low literacy-cycles that sometimes marginalize minorities from one generation to the next” (p.50). Presenting children with images of cultural diversity from a young age can help them identify not only with their own cultural group but also can help engage them in conversations about the similarities and differences between all people. Understanding these concepts can help children connect with one another and adults in their school buildings, hopefully building a community of strong and involved learners. 

Relating Visual Knowing to Cultural Identity Development in the Classroom

            In order to investigate the current use of picture books as a means to foster cultural identity development in the classroom, several examples of curriculum-based information were examined including case studies, anecdotal records, and early literature requirements for K-2 students. In an article published by the Yale-New Haven Teacher’s Institute, Stephanie Sheehan (2005) describes the use of picture books in a first grade classroom to help students define their own cultural identity and to better understand the cultural identities of individuals with whom they may not have frequent contact (p.1).  Ms. Sheehan discusses the fact that many of the children in her classroom have the same cultural background and do not often have opportunities to interact with people different from themselves. Since her school supported a school-wide initiative of multicultural and international study, she developed a year -long set of curriculum units to help her students understand the concepts of cultural identity and diversity. Ms. Sheehan noted that many of her first grade students defined cultural identity as relating to the color of one’s skin.  Using a variety of literacy-based activities, such as reading picture books and writing stories, she attempted to help her students learn more about the achievements of diverse individuals and to understand ways that all people are similar. Although results from the use of her curriculum units have not yet been published, Sheehan proposed that seeing pictures and hearing stories of accomplishments of minority individuals would help her students set high goals for their own learning. Sheehan’s curriculum model provides a good example of how teachers can use curriculum-based activities to promote cultural identity development.

            Another curriculum-based program that supports the use of picture books for cultural identity formation in young children is the Culture Abilities Resilience Effort: Strategies for Closing the Achievement Gaps (C.A.R.E.) published by the National Education Association. This program provides research-based information and strategies for educators who are attempting to find ways to bridge the ever-widening gap in student performance due to factors like socio-economic status and ethnic diversity. The C.A.R.E. program stresses the importance of educators helping students “develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diverse groups” (NEA, 2003, p. 2-2). C.A.R.E. encourages teachers to use literature from diverse cultures in their lessons and discusses the importance of using literature written by individuals with direct knowledge of the culture on which the story is based. It also prompts teachers to choose books showing diverse people in a variety of settings instead of focusing only on stories related to cultural stories or events. The program provides an extensive list of literature resources including picture books for children in the early grades. 

Observations on Current Curriculum

            To gather information about the use of multicultural picture books in the school division where the author is employed, classroom observations and reviews of the reading curriculum for grades K-2 were completed. Observations of displays in the school library of one building showed picture books representing Caucasian, African-American, Latino, and Asian individuals. Biographies of individuals from a variety of cultures were also displayed on the tops of the shelves.  Missing from the variety, however, were picture books or biographies of individuals from Middle Eastern dissent.  The summer reading list for the same school did not appear to have any diverse picture books on its list for children entering kindergarten, however several prominent authors including Ezra Jack Keats and Eloise Greenfield were required on the first grade page.  Leo Lionni, who often writes about the beauty of differences using stories about animals, was also a recommended author. 

The curriculum reading lists for the county were also examined. These lists are broken down by a number of factors including culture and content connections. On the kindergarten list, out of 20 titles listed, 10 were described as American, 3 as African-American, 2 as multicultural, 1 as English, 3 as European, and 1 as Ukrainian based stories. The first grade list faired as follows: of 9 books listed, 1 was multicultural, 3 were American, 2 were African-American, 1 was Scandinavian, 1 was Hispanic, and 1 was European. When examining the second grade reading list, of 8 books listed, 2 were described as American, 1 as African-American, 1 as Native American, 2 as Egyptian, 1 as Russian Jewish, and 1as a Chinese story. While there has been an attempt to incorporate diverse picture books into the early grades, many cultures continue to be underrepresented in  the curriculum of a division that has a student body that is composed of over half minority students. 

Discussion

Based on the information collected, it appears that while research has shown that literature including picture books can be beneficial in promoting cultural identity development in young children, students in the early grades in the author’s district may not be exposed to a wide variety of cultural representations in literature. It appears that in order to incorporate the diversity needed to match the student population, teachers must develop their own curriculums to promote cultural awareness and identity building in the classroom. Packaged curriculums such as the NEA’s C.A.R.E. program could be beneficial in providing resources to teachers for appropriate sources for obtaining picture books that present the both the similarities and unique characteristics of people from various cultures and backgrounds. In addition, teachers could look to using multicultural education for journal writing activities or incorporate cultural identity building into a school-wide character education program. Using the language of visual knowing, schools can help foster a sense of community and help all students take pride in themselves and their learning.

Conclusions

When this project was originally developed, I had intended to examine the ways that picture books could be used to teach young children about cultural awareness, however our peer review in class I discovered that my interest was actually more involved. Several of the women in my group suggested that I was not just looking at the use of picture books to teach about multicultural topics, but was hoping to use the books as a teaching tool to help children develop their own cultural identity. Classmates recalled their own searches to find role models in classroom pictures when they were young.  They also recounted the struggle of their students to understand how their culture fits into the larger school community. As a young child, I remember gravitating toward books that had a brown-haired girl for the heroine. I spent hours looking at picture books that described places I had been and things hoped to see. Fellow students also recalled this process, but related their difficulties with finding pictures in stories that depicted minority children. The experiences of our group members sparked the direction for my paper.

Combining the information from my group experience and my research on topics like cultural identity development and the achievement gap, I hypothesized that picture books could be used as an important tool for giving children role-models for learning, particularly in schools where the population of students is culturally diverse, but the faculty working with the students is not. Based on the research from my observations and literature review, I continue to believe that visual representations, like picture books, help children understand that are part of a larger learning community. This attachment to the community may help the students develop a sense of commitment that will increase their motivation for engaging in learning activities and enhance their appreciation for the similarities and differences between their classmates and instructors. 

In the future, I would enjoy pursing additional research on this topic. Visual ways of knowing, especially using the arts, appears to have great promise as a way to help young children begin the process of developing their cultural identity. In addition, combining the visual arts with written or oral stories about the children’s own experiences may also be another way for students to share the unique aspects of their own families. Cultural identity development, cultural awareness, and motivation for learning continue to be subjects that should be investigated in young children. Providing our youngest students with the opportunities to feel connected to their learning may be a small but vital piece to building the bridge over the gap that exists in the education of many minority students.

References

Biles, B. (1994).  Activities that promote racial and cultural awareness.  Family and Child

Care Connections, 4 (3), 1-4.  Retrieved March 31, 2006 from http://web.aces.uiuc.edu/vista/pdf_pubs/CHLDCARE.PDF.

Ellis Elementary summer reading lists. (2005). Retrieved April 7, 2006 from

             http://www.pwcs.edu/ellis/summer-reading.html.

Fink, R. (2006).  Why Jane and John couldn’t read-and how they learned: A new look at

striving readers.  Newark, DE: International Reading Association.

Gomez, R. (1991).  Teaching with a multicultural perspective. Retrieved March 31, 2006

from http://www.ericdigests.org/1992-5/perspective.htm.

John-Steiner, V. (2000). Creative Collaboration. New York: Oxford University Press.

National Education Association. (2005). Culture abilities resilience effort: Strategies for

closing the achievement gaps. Washington, DC: Author.

Prince William County Public Schools. (2004, April 28). Curriculum reading list for

language arts instruction. Retrieved April 7, 2006 from http://www.pwcs.edu/curriculum/la/requiredreading.pdf.

Sheehan, S. (2005).  Defining cultural identity: Thinking outside the box.  Retrieved

March 31, 2006 from http://www.yale.edu/ynhti/curriculum/units/2005/2/05.02.09.x.html.

Sullivan, G. (2005). Art practice as research: Inquiry into the visual arts. Thousand

Oaks, CA:  Sage Publications Inc.

 Weber, S. & Mitchell, C. (1996).  Drawing ourselves into teaching: Studying the images

that shape and distort teacher education. Teaching and Teaching Education,12 (3), 303-313.

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