The problems existing in the selection of children's books by parents, kindergartens and publishing houses are as follows: (1) Parents are obviously biased in purchasing books and lack necessary guidance in purchasing books. Most parents think that "buying books for children is an investment in education" and spend a lot of money on story books and educational books, aiming at developing children's early intelligence. Of course, this kind of thinking is understandable, but it will lead to the incomplete types of books purchased, such as operational books, popular science books and parent-child books, which will make children have a concept of valuing one thing over the other, and in fact, they will not be able to comprehensively improve their reading skills and psychological development level. When parents in large classes choose books, the focus is on books connected with primary schools, in order to prepare their children for entering primary schools smoothly. However, judging from the content bias of books, most of these books are exams, even primary school textbooks, which have invisibly caused great burdens to children. Some parents even ask their children to complete certain contents every day in the form of homework, which is contrary to their natural development. In addition, a prominent feature of family children's books is that cartoons are the main theme, and the reason why parents buy such books is "children like them". Due to the prevalence of comics, it is not surprising that children prefer books with animated characters. They should have such books. However, if parents just want to satisfy their children's temporary interest and don't identify the interest and usefulness of such books, then the books they buy are only simple repetitions of cartoons, so the use value of the books is not great. (2) Kindergarten books are basically complete, which is a supplement to family books. There are many popular science books in the kindergarten library, but few books with comics as the theme, which are basically a supplement to the family library. Popular science books are mostly used for corner reading in kindergarten libraries, while comic books are mainly small-scale reading brought by children from home. The main reason is that teachers basically hold a negative attitude towards such books, thinking that the violent color in them is unfavorable to children's development, and do not advocate children to read such books in the classroom or even at home, especially against children's imitation. In addition, according to the interviews with kindergarten teachers and directors, the basic starting point of buying books in kindergartens is mainly children's interests and the needs of education and teaching, but when conflicts occur, the main basis is still the latter. It can be seen that adults look at children's book choices from the perspective of adults, and think that they can gradually cultivate children's interest and approach the established educational goals. This involves the contradiction between children's development and adult intervention. How to make "respecting children and taking children as the center" is no longer an empty talk, but a problem that every educator should seriously consider. (3) Young book publishers are faced with the dilemma of efficiency and quality. Starting from their own economic benefits, young book publishers pay more attention to book sales and consider the needs and wishes of the main consumers, that is, parents of young children. Therefore, in the process of writing it, it is inevitable to pay attention to story-telling education and cognitive training. There is a lack of research on the development of children's reading comprehension psychology at all stages. At the same time, due to the lax legal constraints of the young book market and the speed and cost dispute caused by one-sided emphasis on efficiency, it is understandable that there are many varieties and mixed good and bad in the young book market.