Abstract


THE MESSAGE PROBLEM IN THE CHILDREN'S BOOK: DIARY OF A WIMPY KID

The formal or informal learning environments that children encounter during their learning process have a significant effect on forming their meaning structures. Children's books are undoubtedly one of the frequently used tools and where implicit learning takes place. These books are expected to provide readers with suitable environments for their development level, enrich meaning universes, and support them in developing desired behaviors. This study aims to determine the negative messages that can reach children with Diary of a Wimpy Kid implicit learning, whose first book was put on sale in 2007 and continues to preserve its place in the most-read list with the other books of the series. For this purpose, the document analysis method was used in the study, and the collected data were analyzed with content analysis. As a result of the research, 4 themes, namely character traits (f = 184), language and style (f = 80), attributing value (f = 42) and trivialization (f = 28), and different categories and sub-categories for each theme were reached. As a result of the research, considering that the book examined was read since primary school, it was determined that the protagonist's development method, the subject and contents covered, its suitability for children in terms of language and expression were discussed, and negative messages were presented to children through this book.



Keywords

Diary of a Wimpy Kid, children’s book, negative messages, hidden curriculum


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