Abstract
The article brings results of the research mapping frequency of activities oriented at language development in pre-school education. Kindergarten teachers studying teaching at pre-school levels in combined form filled in the questionnaire mapping the language activities which they do with children in the kindergarten.
They also provided examples of the activities. It was found that pronunciation and forming coherent spoken texts are practised with sufficient frequency, also reading pre-literacy was frequently being developed.
The most frequent were activities oriented at pragmatic aspects (politeness, language etiquette). On the other hand, grammatical competence, mostly morphology, received less attention.
Faculties preparing teachers will concentrate more on grammatical competence development in their curriculum.