This conceptual paper proposes an integrated theoretical model combining Sociocultural Theory, Poststructuralism, and Philosophy for Children (P4C) to advocate for the use of picture storybooks as pedagogical tools in Foundation Phase (Early Childhood Education) classrooms. These tools are aimed at teaching learners about controversial topics and social issues, enhancing both literacy and critical thinking. The Sociocultural Theory underscores the importance of cultural and social contexts in literacy practices, emphasizing that learning occurs within the Zone of Proximal Development through social interactions and cultural tools. It positions picture storybooks as vital mediational tools that reflect and engage with the learners' cultural and linguistic diversity, thus fostering a more inclusive learning environment. Poststructuralism offers a critical lens that questions traditional narratives and promotes a deeper understanding of power dynamics in educational content. It supports the use of picture storybooks to challenge dominant cultural narratives, enabling learners to explore multiple perspectives and construct knowledge through critical engagement with texts. Philosophy for Children enhances this model by prioritizing inquiry-based learning and philosophical questioning, encouraging learners to engage deeply with ethical and social issues presented in storybooks. This approach promotes a classroom dynamic that cultivates critical, creative, and empathetic thinking, essential for democratic engagement and social justice.

The methodology for this conceptual paper involves a comprehensive analysis and synthesis of literature pertaining to the three theoretical frameworks discussed. This process includes a critical review of existing studies, theoretical articles, and educational practices related to the use of picture storybooks in educational settings. The synthesis aims to integrate these frameworks into a cohesive model that supports the educational use of picture storybooks to discuss controversial topics and social issues effectively. Ethically, this paper commits to promoting inclusivity and respect for diversity. It advocates for the selection of picture storybooks that accurately and sensitively reflect the cultural, linguistic, and social realities of learners, ensuring that these resources serve as tools for social justice and critical engagement rather than perpetuating stereotypes or biases. The methodology adheres to a conceptual analysis of existing literature combined with a theoretical synthesis to construct the proposed model, ensuring ethical considerations focus on the respectful and inclusive representation of diverse identities and experiences in educational settings.

The integration of these theories provides a robust framework for developing pedagogical strategies that leverage picture storybooks to address complex social issues effectively and inclusively. This paper discusses the implications of this integrated model for teacher education, suggesting that pre-service teachers need training to effectively employ these theories in practice, thereby transforming Foundation Phase education by preparing learners to think critically about their world.

Keywords: Foundation Phase Pedagogy, Philosophy for Children, Picture storybooks, Poststructuralism, Sociocultural learning.