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One of the most important psychological acquisitions in preschoolers is a good sense of self (a set of ideas about oneself as a physical and psychological subject) and the ability to present themselves to those around them. “A sense of self” as well as strategies and verbal and nonverbal ways of self-introduction takes shape as self-representation in the broad sense of the word. The aim of this research is to explore the self-presentations of preschoolers. The research was conducted in а special preschool for children with speech disorders. During the empiric and experimental parts of our research, we examined the peculiarities of self-presentation in preschoolers with speech disorders. This was accomplished by diagnosing the verbal and nonverbal (drawings) self-presentation of the children to other people. The essential sources of the problems in children’s self-presentation in our sample were caused by a weak level of mediation in using speech to express the psychosocial sense-bearing aspects of their personalities. Due to their undeveloped speech mediation, the vocabulary used by the preschoolers does not carry the message necessary for the children to effectively present themselves to others. According to the results of the psychological diagnostics, we developed and implemented a program for psychological corrections for children 5-6 years old with speech disorders. The program aims to develop their knowledge about themselves, their speech, and their communication and cognitive skills in situations of self-presentation.