The purpose of this study was to find out The effects of emotional experience activity based on picture
book reading on young children’s emotional intelligence and drawing representation ability. The subjects
were randomly assigned 40 young children aged five years who were attended one kindergarten located in
‘G’ city, South Korea. Twenty two young children experimental group and twenty three young children
comparison group were selected. Children of experimental group interacted with emotional experience
activities using picture books and those who comparison group listened to picture books’ story. To
measure young children's emotional intelligence, the emotional intelligence checklist was used, that was
created by Salovey & Mayer(1990), and modified and adapted by Kim, Kyung-Hee(1998). To measure the
picture representation ability, the picture representation ability scale for young children developed by Chi,
Sung-Ae(2001) was used. Analysis of data was conducted with Pearson’s co - relations and T- paired test
using SPSS 18.0. The results were as follows. First, emotional experience activities using picture books
enhanced young children's emotional intelligence. Second, emotional experience activities using picture books
enhanced young children's Picture representation ability. In conclusion, emotional experience activities using
picture books were meaningful process through sharing their feelings and thoughts about main character's
behavior and gathering various views. Therefore the present study results imply that emotional experience
activities using picture books are worth using as a meaningful teaching method in the early childhood
education field.