This article presents methodological recommendations for developing self-care skills in preschool children with severe speech impairments. The psychological and pedagogical characteristics of these children, which influence the acquisition of social and everyday skills, are examined. The need for targeted and systematic work to develop independence in preschool educational settings is substantiated. Particular attention is paid to effective methods and techniques for teaching self-care skills, including step-by-step development of actions, the use of visual aids, game technologies, speech accompaniment, and the creation of a developmental environment. The importance of interaction between teachers and parents in ensuring the continuity of corrective and developmental interventions is emphasized. It is concluded that the application of the proposed methodological recommendations facilitates the successful development of independence, communication skills, and social adaptation in children with severe speech impairments.