Language is the primary tool for communication and the exchange of information, while speech serves as the medium through which this language is expressed and transmitted. The most intense development of language and speech skills occurs during the first three years of a child's life and appears to be a complex process influenced by numerous biological and environmental factors. This paper will analyze how different aspects of the environment, including family, social interactions, educational institutions, media, and technology, shape children's language abilities from an early age. Within the family environment, the quality and quantity of verbal interactions, emotional support, and socioeconomic status significantly impact a child's ability to acquire language. Social interactions, both with peers and adults, further stimulate the development of speech and language skills through dynamic exchanges and the imitation of language patterns. Educational institutions—nurseries and schools—play an essential role in systematically promoting language development, providing structured activities that support and expand children's vocabulary, grammatical structures, and comprehension skills. The thesis also examines the influence of media and technology, which are becoming increasingly significant in modern society. While these can offer additional resources for language learning, improper use of technology can lead to passive content consumption, which may negatively impact not only language development but overall development. Furthermore, cultural and socioeconomic factors further determine the level of linguistic stimulation a child receives, with children from different cultural and socioeconomic backgrounds potentially developing distinct language competencies. Through case studies and a review of the literature, the paper provides insights into concrete examples of how environmental factors can either promote or limit the development of speech and language abilities. It concludes that coordinated efforts by families, educational institutions, and the broader community are crucial for creating a stimulating environment that enables optimal language development. Recommendations are proposed for the practical application of these findings in educational and family contexts, as well as guidelines for further research in this field.