Research has indicated that shared book reading that is characterized by interactive classroom discussion elicits relatively complex vocabulary and, consequently, contributes to children's vocabulary acquisition (Gonzalez et al. 2014). In addition, this type of book reading has also been found to be related to building listening, comprehension, and narrative skills (Lever & Sénéchal, 2011; Mol & Bus, 2011). Lever and Sénéchal (2011), for example, showed that children who were involved in an interactive reading intervention became better at structuring their narratives and increasingly included references to the story's characters and events. Besides interactive book reading, there are also alternative ways to promote children's language skills during shared book reading. One such alternative concerns the use of visual supports, like graphic organizers. One particular type of graphic organizer is being increasingly used during interactive book reading: mindmaps. The particular principles upon which mindmaps are usually constructed are based on insights from educational studies and brain research. These principles consider, for example, the number of concepts that should be included (Stull & Mayer, 2007). As mindmaps are being increasingly used in educational settings, mindmap-principles have been found to be very helpful (Buzan, 2005). This article shares information on how to use mindmaps in early childhood education.