In modern world we live in nowadays, we encounter different ways of conveying a message, and speech is definitely a type of communication that takes up a very important role in all our lives. It is the most important tool people use to express their thoughts, needs, feelings and viewpoints, and therefore it takes up a very important role in our lives and the lives of our children. Kindergarten as an educational institution, alongside family, is a place where a child spends most of its time before it starts school. Being an institution for early education kindergarten plays an irreplacable role in a child's life , as it rests on its fundamental postulate that is woven into every single segment of an educational process - a coherent developement of every single child. Kindergarten encourages all aspects of a child's development and it is fully aware of their interconnectedness. By encouraging all segments of a child's developement kindergarten teachers play a significant role in encouraging speech and language developement as well. Inappropriate speech rolemodel in a child's habitat or growing up in a socially or educationally unmotivating environment often are some of the root cause that can lead to language disorder. This paper gives us an outline of theoretical overview of child's language developement exploration. The author reflects the communication that takes place between the kindergarten teacher and the children and encouraging the speech and language developement of children according to three segments: spatial - material context, legal framework that has been proscribed for encouraging children's speech developement and the segment of kindergarten teacher's language conduct as an ultimate speech rolemodel. Subsequently we encounter an outline of detailed exploration during which the author by method of scrutiny took record of presence of certain communication elements that the teacher displays during the immediate interaction with children. The exploration took as its starting point an assumption that the positive communication pattern will be displayed more often by the teachers with higher level of education, nevermind the work experience, but the results showed this assumption to be only partially correct. To be more precise, kindergarten teachers with higher level of formal education displayed in their communication with children more frequent and more successful use of only some of the communication elements that were being observed.