New insights from the fields of pedagogy, psychology, neuroscience, mathematics and other sciences have contributed to the way in which children of early and preschool age are approached to, as well as the way in which knowledge is transferred to them, including initial mathematical knowledge and skills. The child should be provided with a learning environment in which it can explore and expand existing mathematical knowledge and skills, without concrete learning of mathematics and task solving, i.e., it should be provided with a stimulating and relaxing environment in which it will adopt different contents through play and which will influence the overall development of a child. Stimulating the child's overall development is achieved through the integration of the areas of child development and through the integration of content; and picture books that include mathematical content are an excellent tool that can be used to simultaneously influence the speech-language, socio-emotional and cognitive development of the child. For this reason, the author of this paper analyzed 63 picture books that, among other things, include mathematical content for children of early and preschool age. The analysis of the picture books was carried out through the category of mathematical content, the appropriateness of the picture books for the child's age, the type of picture books and the content that is the focus of the picture books. It also poses the question whether mathematical content in picture books is presented to children in an understandable and appropriate way.