Promotion of personal and socio-emotional development of children is an important task of professionals in the kindergarten and school, where there are available various methods and techniques. Listening and storytelling is an important development initiative for children as the tales have great importance for child's personal, moral and socio-emotional development. Theoretical part of the master's thesis deals with the characteristics of socio-emotional development of children in early and middle childhood and the importance of strenghtening its social and emotional skils where teachers and tutors have a very important role. I present various definitions of fairy tales and theoretical approaches at it's treatment, whereby I focused on the development and psychological importance of fairy tales, particulary for social-emotional development of children. I placed the fairytale in an educational context and representing it's importance for preschool and school children as well as the characteristics of their intervention. In the empirical part, by observing children, through individual interviews with them and with implementation of fairy-workshops , I wanted to check the characteristics of socio-emotional experience and behavior of children (expression of joy, trusting, tolerance, social inclusion, calmness and prosocialty) before, during and after implementation od fairy-workshop. The sample represents a group of preschool children (N=23) and one group of school children (N=23), within each group also four individual children. Before carrying out the fairy-workshops, preschool children were less tolerant and peaceful as school children. After the implementation of fairy-workshops, the social-emotional behavior of preschool children in most of observed areas advanced more than behavior of school children, which was seen in whole group as well as individual observed children. Some of the fairy-workshops children liked more than others. Socio-emotional behaviour of preschool and school children was most appropriate during the workshop „conflict resolution“ and least appropriate during workshop „interpersonal relationships“ (preschool children) and „emotions“ (school children). This research is an important contribution to the practice of educational work, as we can by using fairy-workshops over time encourage the child's socio-emotional development and achieve changes in their behavior.
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