Children’s literature functions as a formative space where young readers encounter narratives that shape their emotional and cognitive development. While themes of conflict, grief, and loss are often softened or omitted in early childhood literature, recent socio-political realities have compelled shifts in this traditional exclusion. In the wake of the October 2023 events, a notable transformation has emerged in Israeli literature for young children: the introduction of narratives addressing post-traumatic stress disorder (PTSD) among soldiers returning from war.

This study examines a corpus of contemporary Hebrew picture books that introduce young readers to the complexities of PTSD through the lens of familial relationships. These texts disrupt the long-standing cultural silence surrounding post-war trauma by presenting children with nuanced depictions of fathers who return from battle altered by their experiences. The analysis reveals shared narrative structures across these works, including a six-stage progression that mirrors psychological adaptation: pre-war stability, the return of the changed father, the child’s sense of confusion, attempts at understanding, emotional breakthroughs, and an open-ended resolution emphasizing ongoing familial adaptation. By tracing the literary devices, metaphors, and storytelling techniques used to render trauma accessible to young audiences, this study highlights the role of children’s literature as both a therapeutic medium and a pedagogical tool.

The findings suggest that early childhood literature serves as a bridge for intergenerational dialogue, providing young readers with a framework to comprehend emotional struggles within their families. As post-trauma literature gains recognition within the field of early education, these narratives offer educators and caregivers a new approach to addressing trauma through age-appropriate storytelling. By engaging with these texts, children are invited to navigate difficult emotions in a controlled and empathetic space, reinforcing literature’s crucial role in social-emotional learning.

Keywords: Early childhood, education, war and trauma, literature, Emotional and Social Learning.