The Interaction of Text and Image in Child Stories by Abdul Tawab Yusuf Based on Perry Nodelman's Theory

Introduction

Today, despite the breadth of cyberspace and the possibility of its optimal use for children's education, books are still considered one of the most effective methods in the intellectual and moral development of children. One of the ways to attract children to reading is the correct use of pictures. Image sometimes plays a role in attracting an audience beyond content. Without images, children's stories become dry and soulless. In children's books, images as a visual sequence play a direct role in storytelling, imagination, creativity, tangible familiarity with abstract concepts, better understanding, and greater pleasure, in addition to their attractiveness to vocabulary for the child. Image plays a role in children's literature, such as text, and sometimes more so in conveying concepts and emotions to the child. So stories should be able to use appropriate language structures and incorporate them with images to guide the child to understand the text information correctly. In the field of image theorising and its relation to fiction, many commentators have provided appropriate components to measure the desired image in children's stories. They also have divisions about the relationship between image and text that are similar in many parts. The theory of Perry Nodelman (retired professor of English at the University of Winnipeg, Canada), although presented in terms of time before these people, the most detailed of these theories is that it accurately describes the relationship between text and image by providing examples of images of the Snow White story. Nodleman believes that text and image together create a more complete meaning. Texts are usually concise and general, and alone cannot provide a complete story experience. The importance of images in comic books is more because they add details that are not in the text to the story, thus adding to the richness of the narrative. This approach highlights the creative interaction between text and image, which makes the reader use both in combination to better understand the story. Therefore, images not only complement the text but, in many cases, make it more eloquent and effective. He emphasises the need to use images in children's books because he believes that images have a narrative function and provide visual information in different ways than we expect from visual art. In such books, it is assumed that images are more natural and straightforward than words, communicating with children and making texts more understandable. Illustrations of a comic book can form a chain and contribute to the practice of storytelling because they refer to the causal relationships of time. However, tracking text activity is a complex process. In terms of noodles, the text and the image limit each other. He thinks part of the appeal of illustrated stories is that the text changes the meaning of the image, and the next images change the meaning of the previous text. When we hear something through words, we try to see them and make sense differently by seeing what we hear. Images do this by adding visual information to what we've heard. That's why many commentators say that the purpose of images in illustrated books is to add text. Nodleman presents six types of imaging functions for image and text criticism and insufficiency. He believes that the communication between image and text is incorrect if both are either aligned with or develop each other with specific indicators; otherwise, the communication between text and image is incorrect.

Methodology

In his opinion, a good image conveys six types of information to the audience: in the first and second types, which are considered the most basic function of the image, the image moves in line with the text; in the other three types, which are considered the main function of the image, the image moves beyond the text and adds information to it; and finally, some images lack the potential to verify the text information. Abdul Tawab Yusuf is a famous Egyptian writer who is one of the most popular writers in the field of children's literature .Many of the author's stories were written with the aim of conveying the culture and customs of different countries. Abdul Tawab also has several collections on the subject of the lives of prophets, which have been printed in the Arab world in a very high circulation.This research is based on the descriptive-aanalytical method to study how visual representation in the collection of stories of the nations of Abdul Tawab. In this study, from each story collection, a pivotal story that contains the theme and theme of all the stories and is the same name as the book's name is selected and examined from the perspective of text and image narration in the light of Nodelman's critical approach. What methods have illustrators of selected books used to convey concepts to a child's audience? Also based on Nodleman indicators, how much do the images of Abdul Tawab Yusuf's books relate to its written texts? One of the questions Is this research?

Results and Discussion

Statistical findings show that 47% of images are of the alignment type, 26% of the developer type, and 26% of the deficiency type. Therefore, the images of the collection of stories in question have been relatively successful in conveying concepts and have been able to provide the ground for the child's interaction with the story.

Conclusion

Based on the statistical findings, it can be concluded that the image and the text in this collection of stories have a complex and multi-layered interaction. Pictures not only complement the text but also act as an independent element in conveying concepts and creating a story experience for the child. Therefore, it can be said that the images of the collection of stories in question have been relatively successful in conveying concepts and have been able to provide the context for the child's interaction with the story.