Abstract

Language development, particularly vocabulary development, plays a crucial role in preschool children’s holistic development. In the context of ongoing educational reform, picture book reading is regarded as an effective educational approach to stimulating children’s interest in communication, expanding their vocabulary, and developing their expressive language skills. This article examines the theoretical foundations of vocabulary development in children aged 3–4 and proposes strategies for organizing picture book reading activities to support this development. The findings suggest that using appropriate picture books in combination with interactive reading, discussion, and creative storytelling helps children improve their word use and sentence formulation and communicate more naturally.

Keywords: Children aged 3–4, picture books, vocabulary development.