The article presents the results of the research on the peculiarties of the stimulating interaction “educator - child” in pre-school educational institutions. The research lasted from 1998 till 2000. its aims was to define the content, type, frequence and it determining factors of the pedagogic “educator - child” interaction in the after reformed kindergarten. The research object was the act of “educator - child" interaction in the 160 randomly chosen groups of Vilnius kindergartens. The acts were divided into the following groups: therapeutic, humane, stimulating, ignoring and suppressing. The research showed that in pre-school institutions stimulating interaction prevailed. When stimulating children teachers usually use questioning, reminding and explanation. The most frequently stimulated are 5-6 and 6-7 and least frequently stimulated 4-5 years old children. The intesity of stimulating frequency depends on teacher’s age and educatin.