This study addresses a gap in resilience interventions for rural preschoolers by validating a 14-week play-based picture-book reading program involving 80 Chinese preschoolers aged 4-5 years. Participants were randomly assigned to non-intervention (NI), play intervention (PI), picture-book reading intervention (PRI), or play-based picture-book reading intervention (PPRI) groups. Kindergarten teachers and parents reported children's resilience with the Chinese version of Devereux Early Childhood Assessment for Preschoolers at pretest, post-test, and follow-up. Results revealed that intervention groups (PI, PRI, PPRI) exhibited higher resilience gain scores than the NI group. Notably, the PPRI group demonstrated greater resilience gains compared to the PRI and PI groups. Furthermore, the intervention effects of the PPRI group were maintained for two months following the intervention. Those findings suggest that PPRI may be a valuable intervention for enhancing resilience in preschoolers, with potential applications in kindergarten classrooms.