This paper presents the research outcomes of a two-year research venture conducted by Attard (2019) which links theory to classroom-based praxis. In brief, the first part of the paper presents a sound theoretical grounding based on international literature about primary school children’s understanding and relationship with cartoon characters. Later, based on the critical theoretical literature review presented in the first part, the paper links the outcomes to two levels of praxis. Initially, it presents how nine / ten-year-old children attending Maltese primary schools understand and relate to cartoon characters based on their everyday cartoon watching experiences. Then, based on an original multimodal framework (Cremona, 2017), as a main conclusion, a set of practical multimodal suggestions are proposed. These suggestions are intended to be used by educators, parents or guardians with primary school children.peer-reviewe
