This dissertation is written to examine the characteristics of postmodernism picture books and survey how they educationally influence young children. First, postmodernism picture books have a strategy of breaking up the dichotomous boundary of modern times. They disagree the concept of reality allegory by destroying the border between reality and fantasy, or reality and fiction. In postmodernism picture books, fantasy reveals any contradictions in reality as it ambiguously mix within the reality. Fantasy also breaks up the border between reality and fiction and it drives the attention to the fact that stories are only made-up creations by someone. Second, postmodernism picture books contain the concept of de-centering and liberalization in their contents. In other words, they reject the conformity or the typical perspective to the subject, but help the readers to expose themselves to the diverse views to the subject. In addition, postmodernism picture books often parody well- known original readings among young children to derive them to widen their range of thinking and defy any stereotype view. Postmodernism picture books provide refreshing jolt and uncomfortable stimulus simultaneously to young children. However, those factors derive young children become active readers with more vigorous intellectual thinking instead react passively when they read tranquil readings. Therefore, it will be natural to young children have highly difficult way of thinking or concept and furthermore, they will discover the literacy interests which will raise them as mature readers.