The picture boo kis the first book a child encounters, and it is enriched wit illustrations and text. Reading picture books encourages the development of speec, imagination, creativity and memory in cildren. In addition, a connection is created between parent and child, that is, educator and cild. In te theoretical part of this paper, we talk about picture books in general, the types of picture books and the functions of picture books in cildren´s linguistic development. In order for the picture book to encourage the development of speech, cognition and emotions, it must be appropriate for the child´s age and interests. Furthermore, the characteristics of speech development and the role of educators and the environment in language development are discussed. It is necessary to provide a stimulating environment that will encourage children to research and discover, as well as mutual cooperation. In the research part of the work, a study of five picture books intended for children up to 2 years of age was carried out. The research was conducted in te Sceetch Engine program, and the number of words and sentence sin individual picture books was investigated, and which nouns, verbs and adjectives are most common. The research results show that the picture book „Medo Bruno u vrtiću‟ has the highest average number of word sin a sentence, but the lowest total number of words. On the other hand, the picture book „Što radi Pino?‟ has the lowest average number of words per sentence, but the highest number of sentences. The picture book „Miffy na snijegu‟ has the largest number of words, nouns, verbs and adjectives. Of the nouns, proper nouns appear the most, and of the verbs, the most common is the verb to be. As for adjectives, they appear to a lesser extent. All obtained dana are presented in tables.