The use of picture books as a tool for art teaching: a proposal based on Hervé Tullet

Abstract

Contemporary children’s literature, particularly the picturebook, constitutes a privileged object of study for examining the intersections between critical pedagogy and cognitive development in early childhood. This study analyzes the implementation of Hervé Tullet’s artistic methodology as a theoretical and practical framework for reconfiguring early childhood art education practices, assessing its effectiveness as a pedagogical approach that integrates multiple expressive languages. The research adopted a qualitative multiple-case study design conducted over eight weeks with 49 children aged three to four years attending a public early childhood education center. The findings revealed substantial improvements in fine motor skills, visuomotor coordination, and prosocial behaviors, as well as significant changes in visual literacy practices. The results confirm that picturebooks function as cultural tools capable of mediating processes of identity construction and critical thinking in early childhood.