POST AGE PICTUREBOOK PEDAGOGY AND THE INDIAN SCHOOL LIBRARY

Mazkur tadqiqotda Post-age Picturebook Pedagogy, ya’ni yosh chegaralariga bog‘lanmagan rasmli kitoblar pedagogikasi bolalar adabiyotiga nisbatan an’anaviy yoshga asoslangan va matn markazli yondashuvlarga muqobil yo‘nalish sifatida tahlil qilinadi. Tadqiqotda rasmli kitoblar faqat ilk o‘qish bosqichidagi bolalar uchun emas, balki turli yosh, til ko‘nikmasi va ijtimoiy tajribaga ega o‘quvchilar uchun ham murakkab pedagogik matn sifatida xizmat qilishi asoslanadi. Postmodernizm, postgumanizm va poststrukturalizm nuqtayi nazaridan zamonaviy hind va xorijiy rasmli kitoblarning estetik idrok, emotsional munosabat, vizual savodxonlik hamda tanqidiy tafakkurni rivojlantirishdagi imkoniyatlari yoritiladi.

This study examines Post-age Picturebook Pedagogy as an alternative to age-specific and text-centered approaches to children’s literature. It argues that picture books are not limited to early readers but can serve as complex pedagogical texts for learners of different ages, linguistic abilities, and social backgrounds. Through the lenses of Postmodernism, Posthumanism, and Poststructuralism, the study explores how contemporary Indian and international picture books develop aesthetic appreciation, emotional engagement, visual literacy, and critical thinking. Based on classroom and library experiences in India, Kenya, and Kazakhstan, the paper shows that picture books can challenge fixed classroom hierarchies, encourage multiple interpretations, and give learners greater agency in meaning-making.