“…To date, picture book research has largely focused on their potential to promote language and literacy skills and on parent-child interactions during shared reading (Fletcher & Reese, 2005 Jong, & Smeets, 2008). Only a few studies have used picture books to stimulate other cognitive and academic skills, such as promoting theory of mind understanding (e.g., Adrián, Clemente, & Villanueva, 2007;Symons, Peterson, Slaughter, Roche, & Doyle, 2005), understanding mathematical concepts (e.g., Anderson, Anderson, & Shapiro, 2005;Van den Heuvel-Panhuizen & Elia, 2011), and problem solving (e.g., Gosen, 2012). Furthermore, most picture book research focuses on interactions between child and adult (e.g., parent, teacher); only a few studies focus on interactions between children during picture book activities.…”