The purpose of this study was to investigate the teacher\'s perception and the actual application facts toward the literary approach using the picture books and to help teachers use the more effective and various literary approach in their instructional and learning practices. This study was done toward the teachers of the early childhood organizations in the Busan area delivering 427 have been collected and used for data analysis. The major results of this study were as follows: Most teachers who participate in the questionnaires already knew the literary approach through picture-books. Also they were already using this method according to their knowledge standard. Teacher\'s academic background, the type of their organization, and children\'s age had some affects to the instructional strategy. In the other hand, the size of the organization had no effect to this knowledge and activation of the teachers. The teachers who have the lower perception of strategies needs to have the frequent training program, to have time to discuss among fellow teachers, and then perform their duties to their children in charge. The teacher\'s strategies of literary approach which largely affect children\'s perception and development abilities must be carried out systematically. For this object, the schools and training institutes responsible for the early childhood education must provide the opportunities in which teachers are able to study various methods of literary approach more systematically.