Language and speech development is the most intensive during early and preschool age. It is a complex and dynamic phenomenon associated with a number of biological and environmental factors. Therefore, various theoretical approaches try to explain mastering of speech as a process determined by operant conditioning that is learning from consequences, inborn abilities or cognitive development. In describing the children's language and speech development, developmental stages are singled out and divided into the prelingual or preverbal period, from birth to the first year of a child's life, and the linguistic or verbal period lasting from the first year of life onwards. During the preverbal period, an understanding of language information is developed, the first voices of the language are produced and awareness of language as the most powerful means of communication is developed. Gradual mastery of speech during the verbal period enables the preschool child to successfully communicate verbally, but language and speech development continues to evolve by active enrichment of the vocabulary and the growth of pragmatic language competence. In an intellectually motivating and emotionally stimulating environment, the child will be able to successfully realize all of his potentials and those communication or language and speech potentials. Therefore, this paper describes the activities for encouragement of language and speech development in kindergarten. Nursery rhymes, language games, literary texts or symbolic play enables the child to learn and master language roles, while a quality material environment has a direct impact on encouraging communication, active expression and cooperation. Through various activities, children are motivated to think and talk about many topics, to ask questions and find answers. During the implementation of these activities, it is important that the child feels accepted and loved so this paper wants to emphasize the importance of the role of preschool teachers and the need for appropriate organization of the educational context in which children's needs will be met as a necessary precondition for quality speech development.