The sensitive age for speech development is the earliest childhood. Therefore, the child needs appropriate speech role models throughout the preschool period in order to act on the realization of speech potential in children. In the work on speech development with children, it was noticed that children more easily accept and adopt speech material that is rhythmic, which the child learns spontaneously and in the repetition of which he feels pleasure. Most often, these are songs that have rhythm and rhyme, and their content is close to children and interesting. Language games, as a link between play and language, allow children to learn language competencies in a fun way, such as: practicing auditory awareness, pronunciation of voices, vocabulary enrichment, recognition of the initial voice, all the way to voice synthesis and analysis. Scientific research of children's language through the past has most often dealt with children's speech development until the third year of a child's life. In this paper, the pronunciations of the voices of children aged five to six years were examined, with exercises, songs, and language games conducted with three children to investigate their influence on the pronunciation of voices. The obtained results indicate that the pronunciation of children with whom language games, exercises and songs for articulation of voices were conducted was significantly improved compared to children with whom no speech activities were conducted.