Pragmatic abilities are the abilities of appropriate language use in different social situations, i.e. the appropriate use of the means of communication with the aim to achieve different communication functions. Communication in everyday life has a great variety of goals. Besides, the development of communication is influenced by cognitive, social and language development of each individual. For this very reason communication functions are considered to be a very important indicator of a child's development and progress. Communication functions appear at an early age. In typically developing children aged 15 months one can notice the presence of different functions, such as refusal, requesting action or object and commenting. The available data do not provide us with a clear answer about the sort, frequency and development trajectory of other functions, such as asking for information and agreeing in children older than 18 months. The aim of this thesis is to research the order and time of the appearance of late communication functions by applying non-standard version of the questionnaire Language Use Inventory. The research includes 134 children of typical development, whose parents filled in the form on their own. The results have shown that the development of late communication functions is followed by the development of sociocognitive functions. Namely, children will first comment and seek information about their own wishes, feelings and attitudes, and with the appearance of the theory of the mind and distancing themselves from their perspective they discover the perspective of other individuals, which becomes a frequent topic of the communication in three-year-olds. With growing age, children use more creative forms of communication, which becomes obvious through more and more abstract use of humour and the development of narrative abilities. Bearing in mind that knowing the milestone of typical communication development is the basis of speech diagnostics and therapy of the communication disorder that becomes more and more common, it is to be concluded that future studies should aim at the development of standardised measuring instruments adapted to Croatian language, which would enable an objective estimation of pragmatic skills in younger preschool children.