| Summary: | The purpose with this study has been to get a previous knowledge about how pre-school teachers look at the impact of the picture book for children and their language development and participation at the age of three to five years. The study was carried through inquiries at a pre-school in a west Swedish urban district. The study proceed from the sociocultural theory which means that children learn by teamwork with other more experienced individuals. The result shows that the pre-school teachers consciously let the interest of the children guide the choice of books. At the same time they push for the meaning of conversation with the children. The pre-school teachers prefers to work with a smaller group in picture book readings to stimulate language weak children and make them participant more. The children can look for and count things in the pictures, and the adults got a bigger focus on the talking child. Picture books are also meaningful in a theme at the pre-school. In the literature language is power and the children dare to take place, and that makes them participate in the pedagogical activity which takes place at the pre-school.
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