The purpose of the research is to find out the pattern and changing process of toddlers'' nonverbal communication when they are involved in the activities where 2-year-old kids and their teacher read picture-books repeatedly.

With the aim, I consider the following two questions.
1. What is the toddlers'' communicaton changing pattern like through the reading picture-books regularly with 2-year-old tollders and their teacher''s collaboration?
2. What is the toddlers'' nonverbal communicaton pattern like through the reading picture-books regularly with 2-year-old tollders and their teacher''s collaboration?

The subjects are two 2-year-old tollders attending private home-like Daycare Center in Sangjoo, Kyeongbook Province. They are twins, brother and sister, born on 1st of October, in 2011. The exploration had been done from September 26th to December 10th in 2013, totally 13 weeks.
To analyze the data and complete my survey, I wrote down all the behavior of the children showed in the process in which they read 6 chosen picture-books with their teacher, repeatedly watching the thvideos. While I was reading all the written material, I coded the cure terms. According to the category, I noted the cases and examples of the nonverbal behavior pattern and the communication changing pattern, caught in the process(the repeated reading the picture-books).

The result through the survey is following.
First, the toddlers'' nonverbal communication changing process appeared in 2-year-old kids and their teacher reading picture-books repeatedly has been changed from nonverbal to verbal communication, to communication based on the plot of the story, from nonsocial to social, and from negative to positive communication. It makes a big roll to read picture-books repeatedly for the kids to be familiar with books, develop their interest and understanding, be able to express their feeling on the books, try to communicate more positively, and bridge from nonverbal to verbal.

Second, the toddlers'' nonvernal communication pattern in 2-year-old kids'' reading the picture-books repeatedly is composed of 8 kinds. They are making sounds, watching the books, imitating, answering the request, pointing, thumbing pages, behavioring voluntarily, and nonverbal responding. Though they are in the rise of explosive verbal progress regarding the developmental features, they still have strong nonverbal communication skills.

The research shows that picture-books are the mediators and have a lot of benefits to develop the communication skill. Through reading the picture-books with the kids, I expect teachers to understand their nonverbal communication, share it more actively and also kids to grow happiness and pleasure, and a lot of imagination and creativity.