In my thesis, I dealt with the speech development of children aged 3 and 4. I will define speech and language, thinking and speech, theories of speech development, present the speech-language development of a preschool child, the development of storytelling, speech disorders, the influence of factors on speech development, and the role of a child's preschool teacher. The research is based on an empirical approach, where I collected data on children's speech development through observations and analysis in a kindergarten environment. The children were involved in a variety of games and activities designed to encourage language expression and storytelling. The analysis included descriptive and causal non-experimental methods. Children were assessed by telling the story Brundo se igra by author Marjan Manček, which I used to assess the quality of the child's story telling. 6 girls and 6 boys were included. The results show significant speech-language improvements in the children. I found that girls improved their speech, but four out of six boys did not. Even in terms of the number of words, compared to the first and second narrations, 11 children out of all 12 children were successful. All activity planning had a positive impact on the speech and language development of children.
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