Using a wordless picture book to explore children’s narrative production in rural Kenya

Abstract

Background: Early language development is critical for literacy acquisition and academic success. However, children in rural Africa often face challenges such as limited access to literacy resources and minimal shared reading experiences at home, which can hinder their language skills. While wordless picture books (WPBs) are known to enhance narrative abilities, scant research has examined their effectiveness in rural African contexts. Objectives: This study explored how WPBs support narrative development among preschool children in rural Kenya. It examined the relationship between home literacy environments, parental involvement, and children’s storytelling abilities. Method: A mixed-methods approach was used, combining qualitative thematic analysis of children’s storytelling with quantitative data on family reading practices. Forty preschool children participated in WPB-based storytelling sessions, while parents completed structured interviews on home literacy practices. Data were analysed thematically and statistically to identify patterns in children’s narrative responses. Results: Children from homes with shared reading experiences produced longer and more detailed narratives than those without book access. Guided questioning further enhanced children’s storytelling by encouraging richer descriptions. Children who were unfamiliar with books often listed objects rather than producing constructing coherent narratives. Conclusion: Limited access to literacy resources contributes to disparities in early language development. Wordless picture books, combined with guided questioning, can be an effective tool to support emergent literacy in under-resourced communities. Contribution: Our work provides insights into how WPBs can foster language skills in rural African settings, emphasising the value of WPBs for enhancing literacy and facilitating parental engagement in early education.