In this thesis, an attempt is made to explain the representation of academic discourse in the study of various aspects of the use of poetic structures in work with nursery school children. This graduate thesis will clarify the current state of scientific and professional literature on this topic, will encourage further research, and by using poetic structures will contribute to shaping the pedagogical approach in working with children of nursery age. The adaptation of pedagogical methods with a focus on poetic means in working with children of nursery age has a profound impact on their overall development. Through the integration of rhythm, rhyme and melody in children's daily activities, a holistic approach is enabled that encourages different aspects of the child's development. The development of language skills is a key element at this stage, and poetic elements provide a rich linguistic context. Children learn new words and expressions, develop the ability to distinguish sounds and recognize rhythmic patterns, which helps in understanding language. On the other hand, emotional development is encouraged through poetic expressions that allow children to express their feelings and create an emotional connection with the environment. Through games with poetry, using different textures, sounds and movements, children develop their sensory abilities, improve coordination and build the foundation for later motor skills. Introducing poetic elements into the work with children of nursery age helps to stimulate their overall development in a deep and comprehensive way.