This paper is about ways of encouraging the development of visual literacy and mutual communication through research children's reading of Picturebooks. In this research, the Picturebook is served as a stimulating medium for influencing the development of the initial impulses of visual literacy so that even if preschool chlidren can not read, throughout visual literacy they can understand the same story of the Picturebook and connect with each other. 

Visual discourse, as one of the main components of a Picturebook, should first provide children with an inviting feeling to turn the pages, because "the aim of the Picturebook is not to offer the child a work of art that the child has yet to learn to perceive, but to enable a kind of fun observation process that can have a didactic dimension in the sense of forming a cultivated artistic view, but in this process the activation of the child's ludic ability of visual perception is more important" (Hameršak and Zima, 2015: 169).

Visual perception is not the same for every reader, through visual literacy one gets the possibility to discover the meaning of visual discourse.

The aim of this work is to investigate how a Picturebook can stimulate the development of visual literacy in preschool children, and which pictorial content of a Picturebook children can read and understand regardless of the language they speak. The second goal is to see how to shape the didactics and spatial material environment in the multicultural kindergarten in order to stimulate children's interest in the Picturebook and it's s visual content as much as possible.

Since the questions related to the research goal are asked with the interrogative words "what" and "how", it is clear that we are talking about qualitative research that describes before putting variables into relationships and testing hypotheses (Halmi, 2005: 56).

In order to achieve the objectives of the research, the following research questions are asked:

a) How can we offer preschool children picture books in order to encourage them to self-initiate the development of visual literacy and then talk about it?

b) What kind of spatial and material environment can encourage children to observe the visual contents of a picture book?

c) What meanings do children of preschool age (5-7 years old) recognize in the pictorial contents of picture books regardless of the language they speak?

Because of the visual content, the picture book must be attractive to children with illustrations so that they will start exploring it through internal motivation and interest, because this is the only way we can encourage the child's full participation and, in the process, understand his perception and thoughts. Then we can also support the child's interest in the Picturebook and use that didactics for mutual communication between children.

Used Method: qualitative (action) research. Two female educators of the group and preschool children of one educational group participated in the research (a total of 18 children, of which 11 boys and 7 girls aged 5.0 - 6.8). The research period covered two months (December 2019 and January 2020), in which the researcher spends a certain amount of time in the group documenting the situation, implementing changes and observing their contribution to the educational group in accordance with the research questions. In this way, answers to questions related to the environment of the research, specifically to the environment and space, and to the questions of what and how led to the changes, are arrived at. The environment, the culture of the institution affect the type of activity, the way of working. (Halmi, 2005, 232).

Understanding and reading is only one component of visual literacy. The second one precisely refers to visual thinking, that is, projecting one's own ideas through visual content. Thus, through visual expression through art media, we also provide children with an incentive to develop visual literacy (Batič, 2019:11). The impact of the spatial and material environment on the retention and organization of activities in the didactical center of Picturebooks was also observed. In such conditions, the emergence of deeper and more detailed research into the meaning of pictorial discourse during visual reading was noticed in children, which additionally had an effect on the development of their visual literacy and mutual communication about it.

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