The development of color vision and of the ability to appreciate color in picturebooks

Picturebooks may be described as sequences of picture–text relations. The pictures are an integral part of the picturebook. Neither the text nor the pictures should stand alone. The exploration of this specific relationship is a fundamental task of picturebook theory (Nodelman 1988; Lewis 2001; Nikolajeva and Scott 2001). There are also textless picturebooks, for instance early-concept books or relatively complex picture narratives. In these cases, the meaning of the single pictures or of the story connected to the sequence of pictures has to be interpreted by the viewer.