Between animals and monsters: the favorite books of hospitalized children

DOI: https://doi.org/10.24109/2176-6681.rbep.106.6452
Keywords: storytelling; children's literature; pediatric hospitalization

Abstract

Several initiatives have been developed to humanize hospital treatment through recreational activities for hospitalized children including storytelling sessions. It is already known that exposure to storytelling yields positive effects for the overall well-being of children. However, studies examining children’s preferences regarding books are still lacking. This study aims to analyze the interest of hospitalized children in books presented to them, seeking to find patterns in their choices. The reactions of 174 children aged between 6 and 10 years were analyzed. The results showed that children tend to opt for books featuring anthropomorphic animals or monstrous characters that demonstrate human-like behaviors. These choices were made to the detriment of human characters, whether adults or children, as well as non-personified animals and books with abstract covers. The intention is to contribute to achieving ideal results in the work of organizations that bring storytellers to hospitals and, thereby, improve the quality of humanized pediatric hospitalization.

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Author Biographies

Beatriz Levanteze de Burgos, Universidade Estadual de Campinas (Unicamp). Campinas, São Paulo, Brasil.

Bacharel em Estudos Literários pela Universidade Estadual de Campinas (Unicamp).

Melissa da Silva Santos, Universidade Federal de São Paulo (Unifesp). Santos, São Paulo, Brasil.

Especialista em oncologia pediátrica pela Universidade Federal de São Paulo (Unifesp).

Márcia Abreu, Universidade Estadual de Campinas (Unicamp). Campinas, São Paulo, Brasil.

Doutora em Teoria e História Literária pela Universidade Estadual de Campinas (Unicamp).

Published
27-11-2025
How to Cite
LEVANTEZE DE BURGOS, B.; DA SILVA SANTOS, M.; ABREU, M. Between animals and monsters: the favorite books of hospitalized children. Brazilian Journal of Pedagogical Studies , v. 106, n. 1, p. e6452, 27 Nov. 2025.
Issue
Vol 106 (2025)
Section
Estudos

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