Children's linguistic development is a complex process influenced by various factors. It is only possible in a human environment, which becomes more and more intricate as the child grows up – from family to school. As the child is involved more and more in any one of the circles of his human environment, verbal communication is extremely important, especially during the integration in a preschool institution. This paper provides an analysis of children's linguistic development, that is, of different ways in which preschool educators can promote children’s acquisition of control of the language and thereby facilitate its integration and provide a balanced development. The chapter Linguistic development presents theories on the children’s linguistic development, as well as the classification of the stages of human development. Many theorists studied the issue of children’s linguistic development, forming theories in this field. These considerations are still important today for shaping the professional and pedagogical work of child education. The third chapter, The educator as a motivator of children’s language acquisition studies different ways in which the educators can encourage children’s linguistic development, as well as the methods they apply in their professional pedagogical work, so that preschool children could successfully communicate with their environment and are prepared for school entry. The context of children's language development is a chapter that addresses the spatial and physical environment as well as collaboration with parents and professional development team in the process of educating children in kindergarten. Collaboration with parents is extremely important because only good interaction with parents enables educators to work successfully on the development of language skills. The educators work closely with the education staff and they work together for the well-being of the child.