The master's thesis provides an in-depth exploration of speech development in preschool-aged children, with a particular emphasis on comparing the approaches to this development in Ukrainian and Chinese preschool education systems. Through a comprehensive comparative analysis, the thesis delves into the unique characteristics, methodologies, and practices employed in each system to foster children's speech and communicative skills. While both Ukrainian and Chinese preschool education systems are scrutinized, special attention is dedicated to Chinese preschool education due to the author's firsthand experience in implementing strategies aimed at enhancing communicative competence within this context. Drawing on this practical experience, the thesis offers valuable insights into the specific challenges, effective teaching techniques, and cultural considerations relevant to promoting speech development among young learners in Chinese preschool settings. By examining the similarities and differences between Ukrainian and Chinese approaches to speech development, the thesis not only contributes to the existing body of research in early childhood education but also offers practical recommendations for educators, policymakers, and stakeholders seeking to optimize speech development outcomes in diverse cultural and educational contexts. Through its rigorous analysis and practical insights, the thesis serves as a valuable resource for advancing the understanding and implementation of effective speech development strategies in preschool education settings worldwide. Keywords: Preschool children; Language development; Language development courses; Teaching requirements.