As critical study of adapted texts moves away from a focus on fidelity to explore questions of adaptive practice, picturebook to film adaptation offers unique opportunities to redirect discourse related to the value of adaptive changes. Because feature-length films made from children's picturebooks "require" filmmakers to add substantial content, they open discussion of how adaptive changes engage key ideas related to children's literature more broadly, including dual audience, didacticism, and aetonormativity. This essay explores how these concepts transform in picturebook to movie adaptation, drawing on two family films made from iconic picturebook source texts--Dr. Seuss's "The Lorax" (1971) and Chris Van Allsburg's "Jumanji" (1981)--to posit that added content foregrounds adult presence within the story and participation in viewership far more than in the films' picturebook counterparts, positioning adults as learners while at the same time reinforcing adult/child hierarchies.