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The article discusses the relevance of the problem of children’s speech readiness for schooling, including the development of language and communication abilities of preschool children. It is shown that the transition from kindergarten to school is associated with a change in the social status of a child who becomes a pupil. This is preceded by a huge preparatory work that develops general and special preparation for learning at school, which should result in readiness for school, including speech. The authors consider the cognitive aspect of preschool children’s speech readiness for school. It is shown that the study of the correlation between thought, speech and language in the formation of a preschool child’s personality provides opportunities to identify patterns of development of intellectual, communicative, speech and language abilities in preschool childhood. Language (linguistic) competence in relation to preschoolers is considered as an elementary awareness of the phenomena and facts of language and speech, the formation of the ability to use words, their forms and syntactic structures in accordance with the norms of the literary language, to use synonymic and antonymic resources of the native language. The tasks of the development of linguistic and communicative abilities are presented. The development of all aspects of speech, knowledge of the rules and norms of speech etiquette, and their use, depending on the situation, play an important role in educating the culture of speech communication among preschoolers. The improvement of communicative competence is impossible without learning the basics of speech culture, the absence of which can cause a misconception about the essence of the statement. The prospects of research on the formation of speech readiness for school education are outlined. The conclusions summarize the main points of the article.