Research on the Application of Picture Books in Kindergarten Language Teaching Activities
As high-quality educational carriers for kindergarten language teaching, picture books feature a narrative style integrating pictures and text. They can adapt to the stepwise language development rules of preschool children and conform to the cognitive characteristics of children’s language acquisition. Starting from the language educational attributes of picture books and the developmental needs of children’s language, this paper systematically explores the application value of picture books in kindergarten language teaching. It sorts out the educational functions of picture book teaching from multiple dimensions, including children’s language competence cultivation and thinking expansion. Teaching implementation paths for picture books are formulated in line with children’s age-related developmental characteristics, so as to provide theoretical references for the optimized implementation of kindergarten language teaching activities and support the coordinated development of children’s language literacy and language thinking.
[1] Cai XY, Wang XX, Huang X, et al., 2026, Embodied Nursery Rhyme Teaching Shows Preliminary Efficacy for Preschoolers’ Language Aesthetic Ability: A Pilot Mixed-Methods Study From China. Frontiers in Education, 11: 1771415.
[2] Shan DY, 2026, Digital Storytelling in Kindergartens: A Practical Study on Improving Young Children’s Language Expression Ability in Chinese Kindergartens. Journal of Sociology and Education, 2(3).
[3] Davis T, Schrodt K, McClain J, 2026, Enhancing Prekindergarten Narrative Skills Through Picturebook Art Exploration. The Reading Teacher, 80(1): e70055.
[4] Li YZ, Abduraim M, 2026, Practical Strategies for Enhancing Language Expression Skills of Middle-Class Preschoolers Through Gamification-Based Teaching. Education Reform and Development, 8(1): 51–57.
[5] Haen AC, Steffensky M, Bürgermeister A, et al., 2026, Instructional Talk in Early Science Education: How Teachers’ Support and Children’s Verbal Participation Shape Language Development and Learning About Materials. Early Education and Development, 37(2): 492–517.
[6] Ware JK, Daly N, Teokotai L, et al., 2024, Language Learning Using Pacific Picturebooks in an Aotearoa New Zealand Kindergarten. Australasian Journal of Early Childhood, 49(3): 264–277.
