The advantages of drama education are of great importance for the later life of a child as well as for understanding dramatic arts as such. Going to plays and comprehending various theatrical pieces greatly contributes to the development of a child from the earliest, i.e. kindergarden age, influencing on social-emotional and cognitive development, speech and creativity. So, in the theoretical part of the paper I review the education of theatre audiences in general, the history of theatre for children and youth, what types of theatre and plays for children exist depending on the developmental age of a child and differences in theatres for adults and for children. I also consider the issue of taboo topics in theatre, the themes of plays for children and youth, communication through the play and the importance of theatre for children. I write about children audiences and the culture of theatre attendence, hostage audience and the reception od children's thetare performances. I also analyze the educational and upbringing segment provided through visiting theatres. In obtaining information I employ a certain questionnaire to examine the educators on how often do children from their groups attend plays and where they watch them, whether the children partake in choosing certain plays, how an appropriate play is chosen based on relevant development age of an educational group as well as what the educators value when choosing a play, how the children behave in theatre, how they respond to plays and in what ways the educators encourage subsequent interpretations of attended plays upon returning to kindergarten. I also consider the researched phenomenon from parent's angle to obtain a clearer insight. As it seems, a great infulence on developing spectator competencies derives from the actions of parents. Later I conduct a survey with the parents of kindergarten-age children containing the same questions as the one for the educators and make a comparison of the two.