Thank you for your interest in submitting your work to Yeehoo Press. Please familiarize yourself with the submission guidelines below to ensure that we are the right match for you and your work. Due to an overwhelming number of submissions we receive each week, please note that if you have not heard from us in six months, we are not interested at this time. No exclusive submissions are required as you may submit your work to other publishers at the same time. 

For All Submissions:

  • Send all submissions via email.
  • Attach text-only manuscripts as Microsoft Word attachments. File sizes cannot be larger than 2MB.
  • Send art sample, dummy and other materials via a link.

For Picture Books:

For Writers:

  • Original fiction and non-fiction titles for children ages 0 to 8. 
  • Up to 1000 words (not including art notes and/or back matters).
  • Include a query letter in the body of the email.

           Your query letter should include the following:

  • Synopsis, pitch, age range.
  • A bio that describes your occupation, publishing history, social media presence, whether or not you are represented by an agent, and any other information relevant to your submission.
  • Please include titles of up to three comparable books published over the last ten years. Such books should have an audience close to your book in the marketplace. 

For Illustrators:

  • Include URL of your website or online portfolio, with at least ten art samples, including cover design, character design, interior page sample, black and white sketch, and full-color rendering. 

For Writer-Illustrators:

  • Up to 1000 words (not including art notes and/or back matters).
  • Include a query letter.
  • Include URL to a PDF dummy in spread layouts, with cover design and at least two full-color spreads. 
  • Include URL of your website or online portfolio. 

Payment: advance against royalty.

Email Instructions:

  • Send email to
  • The email subject line must read: “PB: (story headline) by (author’s name)” or “ART by (illustrator’s name).”

For Other Genres:

We’ll publish storybooks, chapter books, and middle-grade books in Chinese edition only. The submissions could be in English or Chinese.

Word count:  Up to 50,000 words.

Query letter (in body of email) should include the following:

  • Brief story pitch
  • Short bio mentioning previous publications or other background information relevant to your story
  • Please provide titles for up to three comparative books published in the past five years. These should be books that have a similar audience to your book and that you feel will compare with your book in the marketplace. Briefly explain how your manuscript is different from these books.

Please include the following sample materials:

  • Story synopsis and/or chapter summary
  • Full manuscript
  • Attach manuscripts as WORD documents (preferred) or PDFs


  • Send email and attachments to
  • Subject line should read: “QUERY: (story title) by (author name).”

Manuscript Wishlist

We’ll be continually updating our manuscript wishlist as we evaluate the current and future projects.

Updated July 12, 2020.

  1. Around the world, such as architecture, transportation, food, clothing, games, etc.
  2. Underrepresented voices with universal message, especially those with Asian heritage.
  3. Hands-on experiences, such as invention, problem-solving, cooperation, etc.
  4. Critical thinking, such as analytical thinking, open-mindedness, differences, etc.
  5. Self-identification.
  6. Emotions, such as empathy, self-control, jealousy, acceptance, tantrum, grief, etc.
  7. Myths, folklore, legends, and fairy tales.
  8. Symbols: 

    A video of Judy Deloache’s well-known research about Dual Representation: In the video, the small model of the room is, besides being what it is (a small model of a room), a symbol of the big living room. The older kids understand that in the model room, everything corresponds with its counterpart in the big room one-to-one, so is the Snoopy toy. However, the symbolic nature of models cannot be understood by the younger kids. They are not able to find the small Snoopy unless they are shown that the small room is actually the same as the big one. Children learn that one thing can represent another thing while still being itself (dual representation) around the age of three. Symbols are everywhere in our world. Maps are symbols for a certain area. A portrayal is a symbol for a person. A gesture could be a symbol of an action. Every notional word in our language is a symbol for something in our world. Symbols are used to represent something absent at the present moment. With symbols, we construct the future and the past, play pretend games, imagine impossible things, and describe fantasy stories — but other things are not yet symbolized, or can’t be. Of these interesting topics about symbols, there might be one that inspires you. 

  9. Essence and Appearance

    The cat wearing the dog mask appears like a dog. What is the relationship between appearance and essence? How does appearance affect our understanding of the world? Is appearance always deceiving? Do the same things have different appearances? There can be a lot of stories about essences and appearances. Why can’t I be Spiderman if I put on the Spiderman costume? Will a boy wearing a girl’s dress suddenly become a girl? Is a dish with a handle a handled dish or a flat cup? These questions refer to a psychological topic called essentialism. Essentialism states that people believe that all categories have their own underlying reality or true nature (essence) that gives category members their own identity and properties. Through development, children grasp what is and how to reason based on essences. During this period, how do children’s understanding of the essence of others and themselves change? In children’s minds, are there boundaries between categories? How do they find out what properties come out to be essences and what don’t? And what happens after that?

  10. Theory of Mind 

    Theory of mind refers to our mental theories about others’ minds — that is, our ability to stand in others’ mental “shoes.” The paradigm is the “false belief task”: in the video, Jack enters the kitchen first and hides his candies in a jar. After Jack leaves the kitchen, Susan shows up and removes the candies from the jar into the cupboard. Then, Jack returns. Where will Jack look for his candies? The jar or the cupboard? Jack was unaware that Susan showed up and removed the candies. Therefore, he would assume that the candies were still in the jar. If children can stand in Jack’s shoes, they will acknowledge the false belief Jack held and predict that Jack would go for the jar. If children are not able to take Jack’s perspective, they will predict that Jack would go for the cupboard, based on where candies actually were.

    By acquiring theory of mind, children learn that different people have different beliefs, that not considering others might cause misunderstandings, and that successful deceit requires taking advantage of others’ false beliefs. How do children acquire theory of mind? How do they get rid of self-centrism? What happens during this period? We believe it is an inspiring point for picture books.