Picture book is a first book with which child encounters and the experience with it represents the foundation of developmente of love towards books and reading. Picture book should be multifunctional, in other word it should contain several different functions that will affect development of children and one of them is speech-language function which encourages speech development, learning and expansion of vocabulary. Important part in enriching children's verbal expression has a quality of the picture book. A quality picture must satisfy the individual interests, needs, age and developmental stage of every child, it must be fun, send an appropriate message and have a specific goal. Speech as a means of communication, transmission of information and internal states is best developed in a quality environment, and one of the primary environments for a preschool child is kindergarten. The National Curriculum for Early and Preschool Education emphasizes ensuring a quality spatial and material environment of kindergarten, and a key area for enriching speech in kindergarten is the center for initial reading and writing, which must include picture books of different literacy levels. When using the picture book in kindergarten, the social environment that is made of children and kindergarten teachers also plays an important role because they provide each other with different speaking experiences. Kindergarten teachers are intermediaries between picture books and children, initially helping children to interpret the content of picture books, and later encouraging children to use picture books independently, to talk and express opinions about picture books and in that way children practice their speech, use new and already learned words in different ways and the result is enriching verbal expression with the help of a picture book.