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This article focuses on the problem of general speech and language disorders. Questions of categorization depending upon the intensity of speech and language disorders are analytically discussed. Groups which include children with severe speech and language impairments are described. The author characterizes the four levels of speech and language skill development in children with speech and language disorders. The aims and job description of a preschool teacher in preschools for children at speech and language development level one are pinpointed. This is the most severe level of speech and language disorders, which is characterized by a child’s inability to communicate via speech. Recommendations for language skill development and comprehension skill development may be interesting for preschool educators. A summary table for sound imitation is given. Preschool teachers can use it as a guide for the accumulation of sound imitations in children, to enrich his means of communication and activate his communicative possibilities. Variants of the expansion of children’s speech repertoire are analyzed. This article provides the speech and language models for speech and language development. Some recommendations for the development of attention, memory, and logical thinking in children with speech and language disorders are given. Also examined are techniques for interacting through play with a child with first level speech and language development to improve hearing attention, phonemic awareness, and fine motor skills.