A Phyto-Analytical Approach to Selected Contemporary Children’s Books: Eco-Pedagogical Implications
INTERNATIONAL ONLINE JOURNAL OF EDUCATION AND TEACHING, vol.13, no.4, pp.251-266, 2026 (Scopus)
- Publication Type: Article / Article
- Volume: 13 Issue: 4
- Publication Date: 2026
- Journal Name: INTERNATIONAL ONLINE JOURNAL OF EDUCATION AND TEACHING
- Journal Indexes: Education Source Ultimate (EBSCO), Scopus, Educational research abstracts (ERA), EBSCO Education Source, MLA - Modern Language Association Database, MLA International Bibliography
- Page Numbers: pp.251-266
- Open Archive Collection: AVESIS Open Access Collection
- Akdeniz University Affiliated: Yes
Abstract
Beyond its entertainment value, children’s literature contributes to cognitive, affective, and behavioral development through its content. Given the growing importance of sustainability and ecological issues in today’s world, children’s books play a critical role in shaping and reshaping children’s ecological perspectives and learning. Despite this, the portrayal of plants in literary studies, including children’s books, remains understudied. Hence, as a qualitative study of children’s books, this study investigates the representation of plants in contemporary children’s books through the Phyto-analytical approach, eco-pedagogy, and critical theory. Accordingly, 11 children’s books for ages 8 and 10 were analyzed using multiple closereading procedures. Findings indicated problematic aspects in the portrayal of plants and revealed that, while plants are visible across the selected texts, they are not presented as agents or empowered beings. Plants are predominantly portrayed in anthropocentric ways, serving as metaphors, decorative elements, or sources of food and materials for human consumption without any critical-evaluative position attached to their being.