The basic means of communication between people is language, and in order for a child to acquire and learn a language, there are psychophysical, social and linguistic prerequisites that need to be met. By acquiring language, the child goes through two psychologically different phases: the prelinguistic phase and the linguistic phase. The acquisition and mastery of the first language is the subject of many researches and the emergence of many theories such as empiricist, nativist and cognitive theory. Successful mastery of the mother tongue requires the acquisition of basic language activities during the communication process, namely listening, reading, speaking and writing. The need for the development of innate speaking ability is very important as the basis for the development of all the skills needed for communication. Developing involves conducting speaking exercises as often as possible to encourage speaking and speaking skills, and one of these methods is narration or storytelling. Narration is a complex linguistic-cognitive ability that requires structuring the story on the cognitive level, and deconstructing the language and linguistically shaping the story on the linguistic level. Using storytelling, the child describes a series of events that have taken place, following the structure and criteria of the story that determine it. Children develop storytelling skills gradually and according to chronological age. Greater exposure of the child to stories in early and preschool age and encouraging the child to tell stories independently are prerequisites for successful storytelling. The role of kindergarten and preschool teacher is very important in encouraging the child to develop the ability to use all language means of communication, and the preschool teacher should create conditions for successful communication with children through various means and methods focusing on storytelling and telling tales that arouse interest and encourage concentration and enable children using imagination and creativity. In the empirical part, own research on a group of preschool children confirmed the theoretical assumptions about the structure of storytelling.