This paper, based on a study by Hans-Thies Lehmann Postdramatic Theater, explores the emergence of elements of postdramatic theater in theatre for young audiences. By analyzing six performances for children, it describes postdramatic elements through categories: text, space, time, body and media, and examines the extent to which they appear and the ways in which they affect the performance as a whole. The paper explores the possibilities of theatrical communication with children's audiences using postdramatic elements, questioning the conventionality of the educational function of performances for children, which is imposed as the most important function of postdramatic elements, and it is realized as an educational-aesthetic and educational-ethical function. It is concluded that postdramatic elements in performances for children are present in a small percentage in relation to dramatic elements, and their instructiveness deviates from the traditional notion of instructiveness of performances for children. The paper shows that postdramatic elements expand the performance possibilities, making them more dynamic, interesting, less conventional and challenging for children's audiences, encouraging them to independently shape the meaning of the plays.