Specialized lexicography for children: dictionaries and picture books of idioms

This article explores the largely understudied field of children’s idiom lexicography by analysing two principal categories of resources: dictionaries and picture books. It critically examines a sample of each, including works by Beal (1993), Terban (2006), Amoroso (2008), Oelschlager (2011), and Ringstad (2012), to evaluate the selection, presentation, and explanation of idioms intended for young readers. Through textual and comparative analysis, the study reveals that these resources are largely author-driven rather than corpus-based, often reflecting subjective choices and inconsistent levels of complexity. While some works aim to entertain and inform children directly, others appear to rely on adult mediation due to the intricacy of content or presentation. The findings underscore the lack of standardized lexicographical methodologies for children and call for further research and guidance in this domain. Ultimately, the study highlights the cultural and educational importance of idioms and the potential of well-crafted lexicographical materials to support children’s language development and cognitive growth.