Children’s literature in the form of picturebooks, storybooks, and anthologies/readers in Pre-Kindergarten (PreK) to Grade 3 holds a special place in literacy development and in the lives of children. While reading children’s literature, developing readers navigate between words and images to form meaning as they read. Although studies in many parts of the world have explored how PreK—Grade 3 (3–7⁺ years) children’s literature functions through the lens of Bishop’s (in Perspectives: Choosing and using books for the classroom, vol. 6, pp. ix–xi, 1990) metaphor windows, mirrors, and sliding glass doors, there is a dearth of research in this regard in the Postcolonial Pakistani schools’ booklists context. The purpose of this quantitative descriptive study is to explore children’s literature, published in English, used for instructional purposes in PreK—Grade 3 in Postcolonial Pakistani schools. Quantitative analysis indicates a significant relationship between the fee structure of different schools with the number of English picturebooks, storybooks, and anthologies/readers incorporated grade-wise (PreK—Grade 3) on instructional booklists.

学前班 (PreK) 至三年级的图画书、故事书和选集/读物形式的儿童文学在儿童读写能力发展和生活中占有特殊地位。在阅读儿童文学时，发展中的读者会在文字和图像之间导航，以在阅读时形成意义。尽管世界许多地方的研究都通过 Bishop 的视角探讨了学前班 — 3 年级（3-7 岁以上）儿童文学如何发挥作用（《观点：为课堂选择和使用书籍》，第 6 卷，第 ix 页^） xi，1990）隐喻窗户、镜子和滑动玻璃门，在后殖民巴基斯坦学校的书单背景下，这方面的研究非常缺乏。这项定量描述性研究的目的是探索以英语出版的儿童文学，用于后殖民巴基斯坦学校学前班至三年级的教学目的。定量分析表明，不同学校的收费结构与英语图画书、故事书和按年级（学前班至三年级）列入教学书目的选集/读物的数量之间存在显着关系。