Reading is a way for preschool children to acquire knowledge. Picture books are widely valued by teachers as a way of engaging children with reading as the picture book is supplemented by text. However, how do teachers select picture books for their classes from the vast pool of picture book resources available? And how do teachers design different teaching plans based on the picture books they choose? These issues deserve attention and research.

This study takes place in kindergarten A in Xi'an and uses content analysis, interview method and thematic analysis to examine the selection of picture books and picture book reading activities by kindergarten A’s teachers. Firstly, this study made detailed statistics on the picture books used in the picture book reading activities in Kindergarten A. The statistics included the nationality of the author of the picture book, the theme of the picture book, teaching methods for picture book reading activities and the activity area involved. Then, analysis of the current state of teachers' choice of picture books, which mainly covers the theme of picture books, sources of picture books, factors influencing the choice of picture books and the challenges of choosing picture books. Thirdly, the implementation of the teaching activities designed by the teachers for different picture books was analysed. Finally, the strengths and limitations of the picture book reading activities of the teachers in Kindergarten A were interrogated.

Based on this, this study makes relevant educational recommendations. Included are the need for teachers to improve the design of picture book reading activities, focus on using children's funds of knowledge to stimulate children's interest in picture book reading activities, and the promotion of greater parental involvement in early reading activities for children.

Keywords: Kindergarten, reading activities, picture book, picture book selection.