Abstract
This study explores strategies that preschool teachers employ during storybook reading facilitating emotional knowledge. Observations and interviews were conducted, and audiotapes of storybook reading sessions were obtained in 12 preschool classes in Greece. Two categories of strategies emerged from the data: teachers exchanged simple dialogues with children aiming at the apprehension of emotions and feelings in relation to the story's plot and teachers laid emphasis on children's active participation in book reading interactions using more complex conversations and emphasising on the emotional states in a sophisticated way.
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