This final paper analyzes professional literature dealing with the traditional Japanese method of storytelling, a medium called kamishibai. This medium was used in the past on the streets of Japan to entertain children by telling stories. Due to the very positive reaction of children, teachers used this medium in their work, so step by step, kamishibai began to appear in the educational process. Although this medium is still not widely represented in our schools, it is still possible to find it in classes here and there. This paper brings very positive facts about kamishibai in teaching. Primarily, it is compared to a picture book, which plays an important role in a child's development, and it is also the first book a child encounters, Many characteristics connect them, the most important of which is that they combine image and word. As the picture book plays a very important role in childhood and at the beginning of education, kamishibai would also fit perfectly into the educational process, especially in preschool education. Kamishibaj is considered a narrative medium that combines several arts at once. It also consists of spoken or written language, but it also includes images on paper, sounds, and so on, so we consider it a multimodal text. This means that it is an incentive for the development of language-communication competencies. Without the development of languagecommunication competencies, there is no spoken or written communication, which are considered the fundamental goals of teaching the Croatian language as a mother tongue. The acquisition of the Croatian language begins with the development of basic activities, namely: listening, speaking, reading and writing. The pupil is linguistically and communicatively capable only when he has mastered all language activities. The development of all the aforementioned language activities is visible in kamishibai, so there is no doubt that this medium can be an excellent stimulus for the development of language and communication competencies.