It is expected that educators in contemporary inclusive educational groups will shape work according to the individual needs of each child. It is therefore important for the educator to form a suitable atmosphere in the socio-emotional development group, where using children's literature can influence the development of these skills as well as the formation of inclusive values in the group. The aim of this paper was to examine the educator's perception of the application of problem picture books and stories in everyday educational work. A study was conducted involving 259 pre-school children educators from 5 cities: Rijeka, Sveta Nedelja, Pula, Pazin and Rovinj. For the purpose of this research, a measuring instrument was constructed that examined the educator's perception of the application of problem picture books and stories and its frequency and purpose, based on experience in practice in the application of stories and problem picture books and modification of existing scales. The obtained results indicate that educators are more likely to be estimated and motivated to use problem picture books and stories as their knowledge of their application as well as their availability are estimated to be moderate. Furthermore, educators often use problem picture books and stories to regulate emotions, promote social inclusion, and promote appropriate behaviors. Educators who have completed graduate studies believe that developmental bibliotherapy is less accessible to lower educators. Educators who have experience of working with children with disabilities as well as educators who consider that they have the support of professional associates estimate that they have a higher level of knowledge for the application of developmental bibliotherapy promoting the social inclusion of children in the group. There is a need for greater support for educators in the form of formal education and professional training and the availability of problem picture books and stories.