Fear of darkness is an abstract concept that naturally emerges in children between the ages of three and twelve. Contrary to Piaget’s theory, children are capable of understanding abstract concepts from the age of three. Although they may lack the ability to express such concepts verbally, they can effectively comprehend them through processes such as play and imagery. Accordingly, picture books can play a significant role in helping children better understand and overcome the concept of fear of darkness.
The main research question of this study is: What are the narrative and visual components that contribute to teaching children not to fear darkness in children’s books? The aim is to analyze children’s book illustrations and narratives based on psychological strategies and to investigate how illustrators and authors employ visual and narrative signs to facilitate learning and emotional adaptation.
This qualitative study adopts a descriptive–analytical approach, and data have been collected through library and documentary research. The sampling method was purposive, encompassing all original and translated children’s books published in Iran between 2011 and 2023 that address the theme of fear of darkness. Ultimately, eight internationally awarded books were selected as the final case studies for analysis.
The findings reveal twenty narrative and visual strategies observed in children’s books that contribute to teaching the absence of fear. Moreover, based on the analysis of the selected works, all books employ direct-address strategies, visual tools, and rhythm, while the strategy of imitation of adults is absent in all examined cases.