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There are differences in the speech development among the preschool children when coming to the preschool. There they are expected to actively participate, to collaborate, to conclude and the most important to response verbally according to the standards determined by the educator. When coming to kindergarten the child must understand ‘what is learned, how to speak and to work as well as what the educator expects. This task will be easier for the children with improved speech. The children actually should learn how to interpret the educator’s speech. They will be faced with traps starting from ‘misheard to misunderstood words, or totally misunderstood words spoken by the educator.
From the above we can see the importance of the children’s speech, the importance of the educator’s role and what can be achieved by the creative dialogue between the educator and the child.
This work deals with the interactive communication between the educator and the children in preschool, or more precisely in what way through expressive texts can be removed some obstacles in the speech of the preschool children within the framework of the educational work of mother language.