In the field of Methodological Procedures and Templates for Enriching Children's Vocabulary in the Preschool Age, scientific principles are considered, indicating that the role of kindergarten is crucial in the development of language abilities and pre-skills. Methodological procedures and templates provide a prerequisite for the development of early literacy. The educator applies methodological procedures and templates with the aim of enhancing orderly language development. They (procedures and templates) should be aligned with the child's developmental capabilities, stimulate overall language development, and be based on scientific knowledge. Through methodological templates, the educator enables conditions for learning, mastering pre-skills, which is essential for the language acquisition process and enrichment of children's vocabulary in the preschool age. Methodological approaches to the learning and teaching process open up possibilities for the development of phonological awareness (auditory processing), visual perception (visual processing and perception), and graphomotor skills. The theoretical part of the paper focuses on the following areas: methodology as a scientific discipline, definitions and concepts of language, children's language development, the role of the family and preschool in children's language development (language acquisition and learning). The participants were educators in the Republic of Croatia who were sent the research instrument via email or social media. The study included a sample of N=51 educators. The aim of the research was to examine the methodological procedures and templates used by educators to enrich vocabulary in the language development of preschool children. We identified which methodological templates they use and how frequently they apply them. The research results are presented graphically and in tabular form in this paper. The study shows that among the most used methodological templates are these types of texts: narrative, dramatic, and popular science texts. The results indicate that educators consider poetry, prose, drama, and popular science texts to be the most suitable methodological templates of this kind. It is important to highlight that educators frequently employ techniques in which children actively participate in listening to texts, thus engaging in language reception (linguistic interaction). This approach enables linguistic production and enriches children's vocabulary in the preschool age.