Introduction: In our paper, we focus mainly on defining the term of speech therapy prevention, on the anchoring of speech therapy prevention in the legislation and education, the teacher as an actor and direct mediator of the primary speech therapy prevention, and his competence. The research part describes the data obtained by in-depth interviews with teachers in nursery schools in the Zlín region. Methods: The empirical part of the study was conducted through a qualitative research. We have obtained research data via interviews with teachers from nursery schools in the Zlín Region. The data, after transcribing them into written form, were subsequently analysed and interpreted. Results: Based on the results of the research, we can identify one of the most significant categories in the survey of the method of implementation of speech therapy prevention in selected nursery schools in the South Moravian Region. It’s called “Teacher as an amateur speech therapist”. Within this category, we can also distinguish between three types of teachers: teacher - speech therapist, speech therapy assistant as a substitute of speech therapist, teacher - preventionist, and speech therapist. Discussion: What is the cause of this situation? Poor education? Legislation? Pedagogical practice? Limitations: The research was realized only in the South Moravian Region (CZ) and cannot be applied to the entire population. Conclusions: It is evident from the results of the research that some respondents have insufficient knowledge about the competences of individual actors in the speech therapy prevention process as well as about the realization of speech therapy prevention in kindergartens.
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