Using Picturebooks as a Pedagogical Tool to Teach Drawing: A Case Study in a Preschool in China

Abstract This study investigates the use of picturebooks as a pedagogical tool to teach drawing skills for preschoolers. Conducted in a public preschool in China, this study is part of a larger project aimed at implementing a learner-centred approach by utilising picturebooks in preschool lessons. Through classroom observations and interviews with teachers, the study explored how drawing lessons were planned, structured, and executed by incorporating picturebooks. It also examined teachers’ beliefs and attitudes in using this approach. While the findings indicated that picturebooks fostered children’s creativity and engagement, the lessons were still predominately teacher centred. Moreover, teachers reported challenges in selecting appropriate picturebooks and balancing the focus between literacy and drawing instruction. The study further revealed how parental expectations added pressure on teachers to deliver visually appealing results, which sometimes limited children’s creative freedom.