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Through a comparative study, this paper explores the needs of preschool children in second language acquisition under the guidance of Piaget's cognitive development stage theory, and aims at finding out the characteristics of picture books should contain when they are used by Chinese preschool children in second language acquisition. According to the analysis of Piaget's theory of pre-operational children's cognitive development characteristics, it is argued that the theory can be used as a standard to evaluate picture books for children at different stages, and it is also argued that picture books targeted at preschool children should have the following features: transformation from descriptive senses to communicative senses, games with rules, anthropologic animals and objects, as well as exquisite details. Most of the picture books pay attention to the anthropomorphism of animal images, while games with rules are often ignored. This study provides a new criterion for the selection of picture books for Chinese preschool second language educators and a new method for the researches of preschool children's second language acquisition.

proceedings of the 2020 5th international conference on humanities science and society development (ichssd 2020)

A Study of Preschool Children’s Second Language Acquisition From the Perspective of Piaget’s Theory of Cognitive Development Stages—A Comparison between Raz and Oxford Reading Tree