The article is devoted to the study of the problem of typical mistakes in oral speech of older preschool children and ways to correct them. The author, on the basis of a qualitative analysis of long-term observations of the speech activity of village children and their assimilation of linguistic norms, highlights the most common mistakes, word formation, morphology and syntax. The paper proposes ways of organizing a specialized speech environment as an example of a language that is perceived by a child in the process of didactic communication in a rural preschool institution.