Abstract
This study aims to present the teachers’ view on making picture book reading a part of the teaching process in kindergarten, and how picture books were used to interact with children in purposeful activities. Quantitative and qualitative methods are combined to determine the current situation of using picture books and the effectiveness of organizing picture book reading activities for children in preschool. Research results show that most preschool teachers rate picture books as suitable learning materials to use in children's education programs. Children have positive reactions and express personal reasoning after interacting with picture books. However, teachers still have difficulty in classifying books suitable for children in each activity. Organizational forms and methods have not exploited optimally the value of picture books in developing necessary skills for preschool children.
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