The Ugly Side of Picture Books

From a young age, children are bombarded with messages vying for both their attention and their hearts. The Cat in the Hat claims, “we can have lots of good fun” and Wild Thing Max claims “let the wild rumpus start.” Everywhere we turn, media in all forms calls to our children in whispers that parents are often too busy to even hear. But our failure to notice the content of such media does not negate its influence over the most trusting of little ears. Many parents of young children can finish the phrase: “If you give a mouse a cookie…”, but have we ever stopped to consider the message that such a book is preaching to our children? What is Laura Numeroff or Dr. Seuss subtly communicating to our children, using our mouthpiece as the narrating voice of their messages?

As parents, it is our sacred duty to guard and guide the hearts of our children by carefully monitoring what is poured into these little ones. Until they can capably do so themselves, our role as parents is to “keep [their] heart with all vigilance, for from it flow the springs of life” (Prov 4:23). Choices about music, movies, television shows, and even books must be considered with great care as we do our best to give these precious children “the good deposit” of the ways of the Lord (2 Tim 1:5, 14). Of these many media types, let’s consider picture books as a case study for the kind of material marketed to and consumed by young children. As I hope you will see, social stories often conveyed through picture books do not tell an empty or neutral message; they are laden with content that may not be in accord with the teachings of Scripture and the goal of godly parenting.

In order to properly evaluate the kinds of books we should read to our children, I would suggest three guiding questions:

Which character would my child identify himself to be? Is that character someone I’m comfortable with my child emulating in thought, behavior, words, interactions, etc.?

We know the drill. Little kids watch a TV show and, as soon as it is turned off, they turn into the main characters. My girls fight over who is going to be Bluey or which one gets to drive the pink Paw Patrol car. Princess costumes and catchy musical soundtracks ensure we know all the words to re-enact our favorite stories. Children’s imaginations easily persuade them to embody their favorite characters. While books may be more subtle influencers, we should not discount the profoundness of their impact.

Do I want them to see life as a series of desires that are never fully satisfied, as portrayed by the Mouse character in Laura Numeroff’s If You Give A Mouse a Cookie? Am I okay with the pickiness of Victoria and Elizabeth Kann’s Pinkalicious? Is Mercer Mayers’ Little Critter’s fierce independence (and occasional defiance) an acceptable role model for my kids? I need to consider the message sent to my children by the characters they are most likely to identify themselves with.

Which character would my child identify ME to be? Is that a character with whom I want to be associated?

The tales of Curious George by, or in the style of, Margret & H.A. Rey are among the absolute favorites of my own children. Each book lays out the story of a neglectful caregiver and a well-intentioned monkey who inevitably finds mischief, but “was a good little monkey and always very curious.” Regardless of the degree of disturbance, each tale is resolved when George is discovered engaging in some heroic task that outweighs the consequences of whatever trouble he has caused. The unwritten assumptions of this book are that consequences should not be expected for well-meaning and curious little minds like George.

Is this the kind of view of accountability that I want my kids to expect from me? In Norman Bridwell’s Clifford the Big Red Dog books, the parents’ lives tend to revolve around the child and the animals. Is this message one I should reiterate to my children? Am I comfortable with adults portrayed as hindrances to fun in Mo Willem’s Don’t Let the Pigeon Drive the Bus? The basic casting of adults as absentee parents or obstacles to joy may sew a subtle baseline of distrusting parental authority that metastasizes as the child grows.

To whom or what are the characters turning for salvation for whatever the problem of the book contains? Is this in accord with the ideals of Scripture?

Stan and Jan Berenstain were among the first to popularize social stories disguised as children’s books since 1962 when The Berenstain Bears made their debut. These books do an admirable job of beautifully demonstrating traditional family life and universal trials, yet they repeatedly display simple behavior change. The problems they face with interpersonal relationships, natural disasters, and inner turmoil are typically solved with more information or sheer willpower. The salvation they seek from the problem of the day is from within.

The Bible contains many stories depicting genuine fear and genuine need, but salvation from and comfort in the midst of such trials is always to be found in the Lord alone. The self-righteous ideals of figuring out the right solution or thinking more positively are not the solutions presented by Scripture for the sin and suffering we endure. Children must be taught that hope, peace, and perseverance are not ultimately found by looking inside of us, but in looking to Christ.

It is my hope that parents begin to think more carefully about the books that they willingly feed their children. While I am not advocating for exclusively Christian picture books for use in our morning baskets or reading practices, I believe we must critically examine the books we are using: both for their explicit content AND the underlying messages. Perhaps when we read Curious George, we pause to inquire of our child, “Where is the man with the yellow hat?” Or, in If You Give a Mouse a Cookie, we might ask “Would you leave a mess like the Mouse did?” With all media, but especially social stories, we must evaluate not only the nature of the story, but the interpretation of the situations in which the characters find themselves, along with the application of an anti-Biblical worldview to such matters. Children and adults alike must face the reality of sin and suffering every day. The question of good parenting is how to equip children, especially young believers, to rightly assess these situations in light of the Gospel of the Lord Jesus Christ.  Perhaps we might pause halfway through a Berenstain Bear book and ask “How could faith in Jesus help them in this situation?” While various picture books may be frequently requested by our children, let us give careful attention to the underlying presuppositions and radical life applications with which they are presented. This is part of taking seriously our responsibility to “Train up a child in the way he should go; [so that] even when he is old he will not depart from it” (Prov. 22:6). It is time for us to focus on equipping our children from the youngest of ages to know the Lord, love the Lord, and live in light of the Lord.