Abstract:

Developmentally appropriate and high-quality books can stimulate children’s literacy and physical literacy in water context (aquatic literacy). Learning to swim is a common subject of children’s books, however sound studies analyzing the didactical intentions and approaches are rare. The aim of this contribution is to describe an analysis of children’s picture and early readers books, applied to moving and playing in the water.

In total 35 children’s national and international books, comprising water and swimming related topics, were screened. The first step involved a systematic analysis of the aims or didactic objectives of the books:
(a) knowledge and insight into aquatic literacy such as organizational aspects of swimming (instruction), skills and activities undertaken in the aquatic environment, respect for the water (ecological awareness) and the rules,
(b) socio-emotional learning and
(c) foundational literacy (language, numerical, scientific).

The second component in the analysis consists of the (main) characters in the story: animals, humans, fantasy figures (e.g. mermaid) or a combination. Another crucial element is the context, being the physical environment and equipment (indoor versus outdoor) and the social environment and dynamics. And finally some interactive approaches intended to further challenge children or adults.

The practical arrangements regarding changing and showering are popular contents together with the skills to perform in the pool. This is often the entry, seldom how to get out of the water. Floating, propulsion, submersion and making bubbles (aquatic breathing) are popular skills that are illustrated and mentioned in the text, usually without details. Exceptionally there is a relevant explanation of the characteristics and basics of moving in the water (eg. Ypisa). But there are still books using illustrations where the picture is wrong from a biomechnical point of view. Aspects of socio-emotional learning are discussed in many books, with the values confidence, perseverance, enjoyment, friendship and support of peers and adults (instructor, parent) as most popular. There are some good examples of books with the target to learn the alphabet and numbers, but here the content is of less importance and not following a structured story. A large number of books is using animals as main characters or in combination with humans. When using children, the book about swimming is often part of a series of books centralized around the same main character (eg. Anna goos…). The indoor swimming pool is popular, especially when swimming instruction is explained. A variety of materials are used to illustrate the learning process, especially for floating and propulsion. Outdoor aquatic environment is common when animals are in the story; in case of human characters the sea is popular. Going from the indoor pool to a natural outdoor aquatic environment does not (yet) occur in one book or series.

Some interesting didactical strategies were found: interactive (e.g. questions, tasks, …), combined with language (e.g. rhyme), additional info for adults (parents & teachers). Particular features of picture books may influence children’s tendency to learn and to transfer the educational content to real-world situations. Through illustrations that model actions, narratives that invite imitation, and tasks that encourage active participation, young readers can reflect on trying out aquatic skills in a playful and save context.

Keywords:

Children's books, content analysis, sport pedagogy, learn to swim, aquatic literacy.