{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T13:57:00Z","timestamp":1790776620809,"version":"4.1.0"},"reference-count":69,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T00:00:00Z","timestamp":1790726400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>The preschool period is a critical time for developing emotional regulation and problem-solving skills. Children frequently encounter various stressors such as separation anxiety, peer bullying, and sibling rivalry, which require effective coping mechanisms. Parental support is crucial in developing children\u2019s problem-solving skills. Children\u2019s literature is an important resource in showing children the problems they may encounter and how to cope with them. This study aims to examine how the role of the family in children\u2019s problem-solving processes is represented in illustrated children\u2019s books and to identify the forms of support portrayed by family members within these narratives. The study was designed as a qualitative document analysis employing purposive criterion sampling to examine selected picturebooks as cultural products. Purposive sampling was used in the research. Ten illustrated books selected for this study were examined through content analysis. As a result of the analysis, the forms of parental participation in the process of developing children\u2019s problem-solving skills in the books were categorized under the dimensions of \u201cmetaphorical concretization and cognitive guidance,\u201d \u201cmetaphorical concretization and cognitive guidance,\u201d \u201cdemocratic participation and joint decision-making\u201d and \u201cplay, role-playing, and creating a safe rehearsal space.\u201d In the 10 works examined, parents participated in the problem solving process; They have \u201cmetaphorically concretized abstract concepts and Cognitive Guidance\u201d \u201ctransformed social crises into safe rehearsals by gamifying them,\u201d \u201cexhibited participatory attitudes that encourage democratic participation in decision making processes,\u201d and established an \u201cunshakeable climate of trust through the emotional validation and reassurance strategy\u201d they offered. The findings show that in children\u2019s literature, the family is not merely a figurehead, but is positioned as an \u201cexternal regulator\u201d that helps children develop coping strategies for dealing with problems.<\/jats:p>","DOI":"10.3389\/fpsyg.2026.1915321","type":"journal-article","created":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T13:09:30Z","timestamp":1790773770000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Parental guidance and problem solving in illustrated children\u2019s books: the representation of the family as a pedagogical actor"],"prefix":"10.3389","volume":"17","author":[{"given":"Cigdem","family":"Cam Turkan","sequence":"first","affiliation":[{"name":"Department of Child Development, Faculty of Health Sciences, I\u011fd\u0131r University","place":["I\u011fd\u0131r, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,30]]},"reference":[{"key":"ref1","volume-title":"3\u20136 ya\u015fa y\u00f6nelik resimli \u00e7ocuk kitaplar\u0131n\u0131n motor geli\u015fim ba\u011flam\u0131nda incelenmesi","author":"Adl\u0131\u011f","year":"2023"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"1769288","DOI":"10.3389\/fpsyg.2026.1769288","article-title":"The role of picture books in supporting children\u2019s emotions: perspectives of Saudi kindergarten teachers","volume":"17","author":"Aldossary","year":"2026","journal-title":"Front. 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