For the impact of parent-child reading picture books have on the child's learning process has been recommended at the elementary level as the appropriate strategies to bridge preschool and family education. The purpose of the study is firstly, to investigate the key virtues of the implementation in children's reading in preschool and at home; secondly, in terms of the challenges encountered to propose appropriately efficient solutions; thirdly, to enforce teachers' self-fulfillment and confidence in promoting young children's reading. Qualitative data were collected through observations, interviews, recording of anecdotes, adults' feedback sharing, and reflective journals from four projects, including advocating parent-child reading, inspiring young children's motivations to read, enhancing young children's interactions with picture books, and reading is funny. Data analysis included the sound and video records from teaching process, book list for learners, parents' sharing, teachers' sharing, researchers introspection daily, interviewing kids. According to these qualitative data, researchers adopted triangulation strategy to encode the data collected on the scene one by one. The results revealed four elements contributing in successful reading-extension activity, including environmental settings, appropriately developed activities during parent-child reading, the educators' scaffolding, and the educators' fulfillment in growth and self-professionalism. A last, the practical suggestions and possible directions for young children reading were proposed for the institute, preschool, educators and parents of early childhood education.