The communication ability is a fundamental skill that is essential for all aspects of mental development, language acquisition and learning. We often communicatecompletely automatically without considering the diversity of our communication, but the diversity unfortunately, in a small but not negligible part of the population, does not flow as expected and children with social communication difficulties take longer to learn the language and often slowly discover the meaning of language, so it can be difficult for them to learn simple instructions or social norms. Precisely for this reason, the role of the inclusion of children in early and preschool education institutions is important in order to detect difficulties early, and then direct them to the necessary therapeutic procedure. With the advent of the modern age, as a product of changes in the world, the practice of implementing an integrated English programme in institutions for early and preschool education is becoming more frequent. Nowadays, it is necessary for every person to speak at least two languages, i.e. to have developed, in addition to communication in the mother tongue, the competence to communicate in a foreign language. It is generally said that children learn a non-native language more easily than adults. Many people went abroad with their children for a certain period of time for certain reasons, and their children learned the language in a relatively short time with almost no mistakes. Usually such children were included in schools or institutions for early and preschool education where they listened and observed what was happening around them for some time, and then suddenly started speaking another language, becoming fully integrated into the new environment. This paper will discuss, based on a case study of a girl, what may happen to children with social communication difficulties attending a regular, integrated English programme for several years, in institutions for early and preschool education, and in particular how the above-mentioned girl engages in activities, participates in them, especially those with an emphasis on the development of speech and communication in both English and Croatian.