The aim of the theses Dramatic methods as a stimulus for the development of linguistic pre-skills is to show the importance of dramatic education for the development of language pre-skills and to explore how often preschool teachers use individual dramatic methods, techniques or activities and what they think about the impact of them on individual language pre-skills To develop language pre-skills, children are involved in methodically designed activities that encourage the development of linguistic pre-skills. These may be the following activities: understanding told stories and easy retelling, understanding of reading and writing functions and text characteristics, understanding of speech conversion to text, voice recognition in words, splitting words into voices and composing voices into words, knowledge of letters of the alphabet linking with voices, replacing letters with voices and writing. The dramatic method proved to be an important factor in the development of linguistic pre-skills. Various studies have demonstrated the positive impact of dramatic education on linguistic skills and communication in general. The research conducted for the purpose of this work showed that preschool teachers are well acquainted with dramatic methods, techniques and activities. They know the dramatic activity of story telling the most, and forum theatre the least. It turns out that the use of dramatic methods is different and that it depends on a few factors: knowledge of dramatic method, technique or activity, the number of performances in theatres and the plan and program of the institution in which they work. The research has also shown that educators have a positive opinion about the impact of dramatic methods on the language pre-skills, as well as the influence of dramatic methods, techniques and activities individually.