As multimodal texts, picture books are particularly suitable for promoting empathy and theory of mind. Thoughtful presentation of picture books to preschool children can, among other things, improve their ability to recognize, understand, and express emotions (and facilitate the transfer of knowledge about emotion regulation strategies from picture books to their own lives). This article presents a study based on the design, implementation, and evaluation of presenting four picture books about unpleasant emotions to two groups of preschool children four to six years old. The picture books were presented according to the basic principles of communicative literature teaching and the principles of teaching multimodal texts. Particularly in the phase of expressing the children’s aesthetic experience, it was observed how the unpleasant emotions represented in the picture books were reflected in the children’s reactions, especially in their linguistic, visual, and physical recreations of the picture books, and how the children related the emotions presented in these books to their own experiences.
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