The document discusses how picture books can be used to expand people's perceptions. It provides examples of picture books that can influence perception based on emotions, viewing things as parts versus wholes, length of observation, and sequence of observation. Some key picture books mentioned include The Dot, Duck! Rabbit!, and Black and White. The document also provides discussion questions and activities that can accompany each book to help readers understand how their own and others' perceptions may change.

1. Hayley McEwing 1
http://learningemergingleadership.blogspot.com/
Using Picturebooks1 to Expand Perception
What Is Perception? Awareness and Understanding.
There are several definitions of the word “perceive” and the word “perception.”
Merriam-webster.com states that to perceive is “to attain awareness or
understanding” and “to become aware of through the senses.” Encarta World
English Dictionary defines a perception as an “impression: an attitude or
understanding based on what is observed or thought.”
Following the ideas in the definitions above, the purpose of perceiving is to use
ones senses to note an object or situation. The end result is to develop a
perception, an impression or attitude, about the object or situation that will
ultimately influence how one reacts, talks about the experience, or relates to a
similar situation.
While the first way in which one perceives may be through one’s senses, it is
important to note that individuals also perceive through the lens of attitude or
emotion. Additionally, when one focuses on particular parts of an object or
situation, one creates a different perception than if one perceived the object or
situation as a whole. Perception is also affected by our physical location, how
long we use our senses, and the sequence of our observations. It is also subject
to change.
Why Is Perception Important? It Impacts Interactions.
Every day, the act of perceiving and the results of perception influence our
interactions with others. Perceiving is a process that has the potential to expand
one’s understanding and attitude toward a particular idea, situation, culture, or
person. To form a perception based on limited understanding, especially when
an individual faces something new or “different,” can negatively impact an
individual’s future interactions with that idea, situation, culture, or person.
Use Picturebooks with All Ages to Expand Perception2
Picturebooks are already heavily used in the preschool environment, and they
are increasingly used in elementary, middle, and even high school educational
settings. This is because picturebooks are progressively recognized as an
accessible means to provide guided first experiences for some and to expand the
initial perceptions of others.
1
The combined term “picturebook” is taken from the works of Dr. Kenneth and Sylvia Marantz.
2
The author has created an annotated list of these titles using WorldCat.org:
http://www.worldcat.org/profiles/MissHayleyMac/lists/1784111

2. Hayley McEwing 2
http://learningemergingleadership.blogspot.com/
The following in print picturebooks can be used with various age groups to
explore and expand perception.
Influenced by Emotions
Emberley, Rebecca and Ed. Chicken Little. New York: Roaring Brook Press,
2009 . (http://tinyurl.com/2ucrrzg) 3
In this retelling, Chicken Little carries a blue, cloud print umbrella with an acorn
posing as the umbrella tip. The author subtly shares Chicken Little’s previous
disposition (“very excitable and prone to foolishness”) as well as the acorn’s fall
(“It knocked him senseless.”) as background for Little’s reaction – “ran out into
the world without much of a plan.”
Extension activity for third graders and up: Discuss emotional versus rational
thought, action and consequences, and crowd mentality while focusing on how
others might be affected.
Reynolds, Peter. The Dot. Cambridge: Candlewick Press, 2003.
(http://tinyurl.com/288rg7w)
Discussing the question “What is art?” is a great way to talk about perceptions
because what visually appeals to us, what we like and what we don’t like, enter
into our conclusions. In the beginning of this story, Vashti and her teacher have
different emotional reactions to Vashti’s picture of one dot. Feeding off her
teacher’s positivity, Vashti learns to perceive this dot as inspiration for further
creations.
Extension activity for all ages: Discuss what you like and don’t like, and explain
why. Listen to others’ likes and dislikes.
Part versus Whole and Changeability
McCarthy, Mary. A Closer Look. New York: Greenwillow, 2007.
(http://tinyurl.com/37ggg82)
The first five words of the book (“Look! What do you see?”) are spread over
three double-page spreads. As the illustrations undergo progressively larger
changes, what we perceive (or the potential object) changes. It is not until the
fourth double-spread that one successfully identifies the object as a whole and
understands that the illustrations are like captured frames of a camera zooming
farther away from the object. While preschoolers will grasp the visual idea of
parts versus wholes, this fundamental concept can be expanded upon in
conversations with older audiences as they learn to problem solve or approach
situations in different ways.
Extension activity for all ages: Play with magnifying glasses, microscopes, and
3
Tinyurl links take one to Amazon’s “Click to Look Inside” the book or author pages.

3. Hayley McEwing 3
http://learningemergingleadership.blogspot.com/
the zoom feature on Google Maps or on cameras. Describe what objects and
places will look like before and after observing through the various lenses.
Portis, Antoinette. Not a Box. New York: HarperCollins, 2006.
(http://tinyurl.com/38gdfdw)
Portis, Antoinette. Not a Stick. New York: HarperCollins, 2008.
(http://tinyurl.com/2by3mhc)
Imagination is the ability to generate one’s own unique ideas. In these two
companion titles, the play possibilities of a simple stick and box are celebrated.
These books provide all ages, particularly preschoolers, an opportunity to share
and appreciate each other’s perceptions while allowing them to change these
perceptions from page to page or moment to moment.
Extension activity for all ages: Play with or build something out of boxes.
Rosenthal, Amy Krauss. Duck! Rabbit! San Francisco: Chronicle Books, 2009.
(http://tinyurl.com/2vlbrpf)
The text of the story is a dialogue between two voices. They debate whether the
line-drawing illustration is a duck or a rabbit. Each offer rational explanations for
his /her thought, and each eventually consider the other’s point of view.
Preschoolers through adults can share the story, and then have fun expressing
and changing their own perceptions.
Extension activity for preschoolers through second graders: Draw a picture that
can look like multiple objects.
Extension activity for third through seventh graders: Explore modern art.
Compare art from different countries and cultures.
Extension activity for eighth graders and up: Talk about how different cultures
interpret various symbols and gestures.
Young, Ed. Seven Blind Mice. New York: Philomel Books, 1992.
(http://tinyurl.com/38lpbt3)
As a picturebook adaptation of the Indian fable “The Blind Men and the
Elephant,” each blind mouse explores only one section of an elephant (trunk,
head, leg, etc), leading each to his own perception of what an elephant is and
can do. Groups from third grade on up would best comprehend these ideas.
Extension activity for all ages: Blindfold the participants. Have each use their
remaining four senses to describe and identify a secret object.
Who and Where We Are
Gerstein, Mordicai. The Man Who Walked Between the Tower. Brookfield:
Roaring Brook Press, 2003. (http://tinyurl.com/2wqamdr)

4. Hayley McEwing 4
http://learningemergingleadership.blogspot.com/
This historical fiction picturebook can be used with first graders and up. The
illustrations of this 2004 Caldecott Medal Winner actually put an individual into
tightrope walker Philippe Petit’s shoes. This true story reminds us that objects
and situations are perceived differently from other locations and angles.
Extension activity for preschoolers to second graders: Explore a physical
environment from different heights. For example, have participants describe and
record (or record for them) a toy lying on the ground. Describe and record
observations from a step stool. Look again from a ladder or swing set. Compare
class notes, and discuss reasons for the differences (e.g. weather, individual’s
beginning height).
Prince, Joshua. I Saw an Ant on the Railroad Track. New York: Sterling
Publishers, 2006. (http://tinyurl.com/2wmmahr)
The story of a traveling ant trekking on the railroad track is told in rhyme by
railroad switchman Jack. The illustrations toggle from Jack’s perspective as a six
foot tall human and what the ant perceives as a miniscule insect. The large
double-page illustrations and rhyme and rhythm are attractive for audiences of all
ages.
Extension activity for third graders and up: Have each participant think of a
question. First have them answer it themselves via paper and pencil,
audio/videotaped, or blog. Then have participants exchange, record, and
respond to each other’s questions. As a group, pick a few favorite questions.
Give these questions to a different group. For example, depending on the age of
the participants, number in the group, and the overall organization’s capabilities,
give the chosen questions to other groups within the same program or building,
elsewhere in the community, elsewhere in the state, or elsewhere in the world.
As responses are received, discuss reasons for the differences (e.g. age, culture,
local environment).
Length of Observation
The “I Spy” and “Can You See What I See?” series by Walter Wick
(http://tinyurl.com/332owr9) require individuals to look through a page of objects
in order to find a few, specific items. The longer the individual looks, the greater
the chances of him or her finding or perceiving all of the specific objects. This
same concept of time and attention also apply to the Where’s Waldo? series
begun by Martin Handford (http://tinyurl.com/36qefco) in the 1980’s.
Similarly, the “Look-Alikes” series has the tag line “The More You Look, the More
You See.” In these books by Joan Steiner (http://tinyurl.com/2v3s3xy),
individuals discover the smaller pieces that create a whole image. For example,
what at first appears to be a tree is really a piece of broccoli. In other words, a
quick look presents one image, while a detailed look presents other perceptions.

5. Hayley McEwing 5
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Extension activity for all ages: The number of objects and time will depend on the
age of the participant. Pick a certain amount of unrelated objects. For example,
for first graders, pick five objects. Display them on a table for five seconds. At
the end of “time,” hide the objects with an upside box. Have the participants
record what they saw. Collect the records. Perform the exercise a few more
times, allowing increasingly more and more time to look. Have each participant
compare their records and gauge how their perceptions changed by time and
attention.
Sequence of Observation
MacCauley, David. Black and White. Boston: Houghton Mifflin, 1990.
(http://tinyurl.com/32y5d57)
In this 1991 Caldecott Medal Winner, there are four panels (containing four
seemingly separate stories) on each double page spread.
Extension activity for third graders and up: Divide into four groups. Have each
group start reading at a different panel/storyline and journal in between
storylines. (The group leader should try to hide other panels while one storyline
is interpreted.) When all groups have read the entire book, compare each
group’s journal to demonstrate how perceptions change according to the
information known at different times.
Awareness of Self and Attention to Others
As one shares the above picturebooks with various groups, one has the
opportunity to discuss how we as individuals perceive, making one aware of
personal perceptions. Eventually, the group leader can transfer this heightened
attention toward the recognition and (e)valuation of others’ perceptions. Leaders
note the diverse backgrounds, cultures, and lifestyles within the group, within the
community, and throughout the world.
About the Author
Hayley Elece McEwing is a Public Children’s Librarian at the Public Library of
Youngstown and Mahoning County in Ohio. “Learning: Emerging Leadership” is
the title of her professional blog
(http://learningemergingleadership.blogspot.com/), which she began after
becoming a 2009 ALA Emerging Leader. In addition to committee involvement
in ALSC and EMIERT, she is a member of the National Storytelling Network.
Hayley is fascinated by the power of story to simultaneously transfer information
and bring people together.