The primary purpose of the diploma thesis was to present how kindergarten teachers should read literary texts to children in kindergarten, and how kindergarten teachers actually read literary texts to children in kindergarten.
The diploma thesis consists of the theoretical and the empirical part. In the theoretical part, it is defined what reading is with the focus mainly on the interpretative reading of literary texts. The following is presented: the characteristics of preparation for interpretative reading, the execution of the reading, and the listening of interpretative reading in general, as well as the procedure of the kindergarten teacher's preparation and execution. These activities are not simple, and therefore a quality preparation is necessary for the reading to be successful.
The empirical part presents the findings of the survey conducted in a kindergarten, which were acquired through observation, assessment, and evaluation of the reading of literary texts of ten teachers together with the findings from a questionnaire. We have established that the kindergarten teachers generally read literary texts to children in kindergartens, and that only minor deviations from the rules, presented in the theoretical part, occur. The analysis reveals that the kindergarten teachers prepare for the interpretative reading in rather similar ways. They read to children in kindergartens every day, even several times a day, they prefer reading prose to poetry and read it more often. Besides, prose causes them less problems in the process of reading than poetry. Furthermore, it has been established that the years of work experience mostly have an influence on the interpretative reading of literary texts.
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