In the diploma thesis with entitle Preschool Teacher´s Role in Telling Fairy Tales to Preeschool Children, I focused on spreading fairy tales to pre-school children in kindergarten. In the theoretical part I defined the fairy tale, I shortly describe its origin, the basic distribution of fairy tales and the characteristics of individual species. I also clarified why we should read (folk) fairy tales to pre-school children and then I continued with literary education in kindergartens, where I described three types of literary education goals: educational, functional and upbringing goal. The last part I devoted to the role of educator. I have described steps to prepare for the transmission of the fairy tale, how this transmission should look like, which are the ways of transmission, the frequent mistakes at transmission, and why the fairy tale to the pre-school children should be repeated. With the research I reached the goal of the diploma work and wrote examples of preparations and I checked the meaningfulness of the written criteria for the transmission of fairy tales. I have found that their purpose can be changed, since they can be used for the transmission of all texts in the pre-school period.
I have found that there are differences in the transmission of fairy tales between the 1st and 2nd age periods at the kindergarten. Of course, there is a difference in the length of the text or fairy tale. During the writing of the evaluation, I realized that the phases of interpretation are very useful, since they provide us with basic guideline on how to plan the activity of the text transmission: introductory motivation, pause before reading/listening, pause after reading/listening, new tasks.