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Recent works have pointed out that literature has an emotional dimension to be considered when dealing with reader training. It has also been proved that emotions play an essential role in literary education that cannot be ignored or undervalued. Thus, this article aims at analysing the role of picture books in children’s emotional education. Four picture books —all of them including a prominent dimension linked to emotions— were chosen so to be read and discussed involving a group of students of 1st course of Primary Education. By means of a conversation-based approach reading, we tried to determine if picture books could be suitable to develop an emotional dimension. An ethnographic qualitative and interpretative analysis was carried out. Its results show that picture books do contribute to developing children’s emotional dimension. It also reveals some keys about children’s response to emotions during reading reception process.

ÁLBUM Y DESARROLLO DE LA DIMENSIÓN EMOCIONAL DE LOS LECTORES