Picturebooks are integral to children''s development of friendship as their first exposure to literature, fine art, and social norms. Since picturebooks are based on our real lives, they unavoidably reflect cultural elements of the post-modern period we live in. However, despite the influence of postmodern picturebooks on formation of friendship is obvious there are few studies on the characteristics of friendship in postmodern picturebooks in recent years.
This study was conducted in order to analyze how picture books portray friendship by analyzing the friendship''s characteristic and interaction strategies between friends in postmodern picturebooks.

The study were divided into three study questions were as follows:

1. How do the postmodern picturebooks portray the
friendship''s characteristic?
1-1. How do the postmodern picturebooks portray the
friendship''s form?
1-2. How do the postmodern picturebooks portray the
friendship''s role?
2. How do the postmodern picturebooks portray the social
interaction strategies between friends relation?
2-1. How do the postmodern picturebooks portray the
request strategies between friends relation?
2-2. How do the postmodern picturebooks portray the
response strategies between friends relation?

This study was conducted in order to analyze of postmodern picturebooks'' friendship characteristics represented in picturebooks .
For this study I selected twenty eight different postmodern picturebooks by three criteria. Also, four instruments were used to access postmodern picturebooks'' characteristics.

The result showed as follows:

First, metafictive devices, such as a parody was reinterpreting the personality of a friend''s relationship by overturning the image of the animal which was fixedly drawn in the existing picturebooks. Through this, children experience the complexity and diversity of friendship using their infinite imagination between cognitive conflict and fresh impact.
Second, the uncertainty, such as the ambiguity in the characters of the postmodern picturebook, has made it possible to escape from the interaction patterns fixed by fixed social relations in friendship. This means that the writer intentionally omits the specific clues of the members such as age and sex, so that the children can concentrate more on the universal character of the person and try to make mutual relationship.
Third, the postmodern picturebook described the process of minor interaction between children and children in a realistic way as well as the big discourse in the classroom community. The postmodern picturebook showed not only realistic situations of various conflicts in friendship but also children''s playability in order to reflect the actual life of children. Through this, the classroom was not a place to reproduce adult knowledge, but a place for young children to negotiate for growth that plays an active role.
Fourth, the postmodern picturebook sometimes expressed mildly and sometimes clearly the process of expressing the needs of the child and responding or rejecting the request of the other person through bold omission or exaggerated expression. In particular, when they ask their friends what they want, they care for the other person''s psychological state and situation, and when they reject the other''s demands request of the other person, he showed sophisticated social interaction techniques such as suggesting reasons or other methods for his behavior rather than unconditional rejection.