The Impact of Picture Book Teaching in Kindergartens on Preschool Children's Social Communication Skills

Abstract

The preschool period is a crucial stage for the development of children's social communication skills, and the level of these skills is directly related to an individual's future social adaptation and mental health. As an important form of kindergarten education, picture book teaching, with its characteristic of integrating pictures and texts, carries rich social situations and emotional experiences, providing a unique carrier for children's social learning. This study adopts a literature analysis method to systematically sort out domestic and foreign research on kindergarten picture book teaching and preschool children's social communication skills, covering the two's core connotations, influence mechanisms, and practical paths. The research finds that existing achievements have confirmed the positive role of picture book teaching in children's social skills, such as language expression and emotional understanding, but there are deficiencies in aspects such as age-specific picture book adaptation standards and the long-term effectiveness of teaching intervention. This study aims to integrate existing research results, clarify future research directions, and provide theoretical support for optimizing the practice of kindergarten picture book teaching.