The topic of this Master's thesis is "The interest of nursery-age children in reading and storytelling". The work is presented through fourteen chapters. In the second chapter are explained the aspects of the development of a nursery-age. In the third chapter, the definition of a picture book, the types of picture books and the importance of reading picture books are explained. Furthermore, the fourth chapter talks about the children's story, its types, the children's story in the family and the story in the kindergarten. Chapter five explains storytelling and the characteristics of storytellers are listed. Chapter six explains how to prepare for reading stories. In the seventh chapter, the role of parents and educators in encouraging the interest of nursery-age children in reading and storytelling is stated. In the eighth chapter, the storytelling activity in the educational group is presented. The ninth chapter consists of a presentation of the conducted research with its goal and set hypotheses. The tenth chapter consists of a presentation of the research instrument, research procedure and statistical analysis of the results. The eleventh chapter consists of research results and answers to the hypotheses. In the twelfth chapter there is a discussion. In the thirteenth chapter, the shortcomings of the research are listed. The goal of this work was to examine the interest of nursery-aged children in reading and storytelling. The research was conducted via an online questionnaire. 71 respondents from Krapinsko-Zagorska County participated in the research. According to the results of the research, it can be concluded that educators mostly read picture books every day and use storytelling. Children listen carefully during storytelling, but sometimes quickly lose attention. They are most interested in picture books with animals and picture books with objects from everyday life. Educators generally feel comfortable and safe in the role of a storyteller and enjoy interacting with children. Fewer educators find it more difficult to keep children's attention during storytelling. Educators evaluate the effectiveness of their reading and storytelling activities by monitoring the children's interest during the activity, by checking progress in the development of language skills and listening skills, and by observing the child's reactions. A smaller number of educators monitors efficiency by cooperating with fellow experts.