Research On Preschool Children’s Picture Book Design Based On Cognitive Psychology

Pre-school education is an important part of basic education for children.At this stage,the formation and development of children’s various aspects are at a critical stage.With the emphasis on preschool education at the national and social levels,the physiological and psychological development of preschool children has gradually become the top priority of every family and society as a whole.As a carrier of experience in early childhood learning and perception of the world,children’s picture books play an active role in preschool children’s language,cognition,emotional emotions and social understanding.At present,China’s picture book market is huge,and educators have fully realized the impact of picture book reading on children’s ability development,but at the same time they are faced with the problem of screening high-quality picture books.In addition,the manufacturers in the picture book market have different defects due to different scales such as production scale,design concept and product requirements.This study takes the cognitive characteristics of preschool children as the starting point,analyzes the role and type of children’s picture books,and analyzes the design principles of children’s picture books based on cognitive psychology theory.This study also demonstrates the children’s preferences and reading performance of the design of the picture book through experimental research methods,and analyzes and summarizes according to the experimental results.The main research contents of this study will be described in detail below.The first chapter introduces the research background of this paper in detail.Through the combing of domestic and foreign research literatures,it is determined that the preschool children are the main body of this study,and the preschool children are guided by the inductive analysis of the types,functions and creative principles of children’s picture books.The research ideas of the practice of picture book creation.The second chapter is based on the theoretical knowledge of cognitive psychology.Through several simple cognitive psychology experiments,we can understand the cognitive characteristics and cognitive rules of preschool children,as well as the physiological and psychological development characteristics of children at this age.From the perspective of the former child,the practical design of the picture book is used as the theoretical basis.The third chapter explains the influence of reading picture books on preschool children through the analysis of the status quo,classification and role of preschool children’s picture books,and the purpose of different kinds of picture books and their growth in preschool children.help.The post-preschool children’s picture book design practice provides a theoretical basis for the content and the choice of expected role.The fourth chapter analyzes the design elements of preschool children’s picture books by analyzing the major elements of the preschool children’s picture book products and the design principles of the characters,colors,shapes and story contents of preschool children’s picture books.The level provides a certain theoretical basis.The fifth chapter summarizes the cognitive and psychological and physiological development characteristics of preschool children based on the previous summary;based on the design principles of layout,modeling color and text content in preschool children’s picture books;draws preschool children’s picture books through field research and experiment Based on the influence of the media,story mode,and modeling used in the creation on the readers,the practice creation of preschool children’s picture books is carried out,and the experiment is carried out,and the reader’s reading feedback is further improved and improved.