Personal narratives narration is an importan aspect of children's development in which the child consolidates all his acquired knowledges from various spheres. This speaks in favor of the need for a detailed description of development and characteristics of narration of normally developing children, at all levels. Narration of normally developing children is subject of many research, but a small number of them was focused on thematic analysis of their stories. Therefore, the goal of this thesis is to determine themes of children's personal narratives based on a series of questions asked and in which cases verbal stimuli are needed. The research sample included 20 normally developing children (10 boys and 10 girls) aged from 7;00 to 10;11 years. Their narrative samples were collected by specially designed elicitation protocol which included giving minimal verbal inputs in form of questions and giving verbal stimuli sets. Conducted thematic analysis was qualitative and focused on defining and categorizing narrative samples themes and describing narration heaviness depending on emotional marking of questions. The analysis showed that children have most frequently narrated about themes from category School and rarest about themes from category Kindergarten, while specifically theme competition success (from category Sport/competitions/events) was the most frequently narrated theme. Also, considering asked questions and their emotional marking, children have more frequently narrated about positive experiences than about the negative ones, although the verbal stimuli set analysis showed that stories about positive experiences were for children more difficult to narrate. So the hardest for children was to narrate stories as a response to first and fourth questions and the easiest was to narrate stories as a response to second, third and fifth question. Also, the hardest for children was to narrate stories about themes from category Important life happenings and the easiest was to narrate stories about themes from category Friends. The results of this research contribute to better understanding of narrative skills of normally developing elementary school children (with emphasis on thematic features of their personal narratives) and are a good foundation for conducting further research in this domain.