A Child-Oriented Theoretical Framework for Designing Tibetan Bangdian Children’s Science Picture Books

Liu Yuhan

Abstract

This article develops a child-oriented theoretical framework for the design of Tibetan Bangdian children’s science picture books, addressing both the lack of child perspective and the formal monotony that currently characterize ethnic-cultural publications for young readers. Rather than presenting empirical findings, the study undertakes a conceptual construction grounded in developmental psychology and multimodal learning theory. By systematically integrating Piaget’s Cognitive Development Stage Theory, Vygotsky’s Zone of Proximal Development, and Gardner’s Theory of Multiple Intelligences, the article proposes a Developmental, Scaffolding, and Multi-Channel Integrated Design Model tailored to the cognitive, emotional, and perceptual characteristics of children.

Keywords

Digital Preservation of Intangible Cultural HeritageTibetan Bangdian CultureChildren's Picture Book Design

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