The preschool years are the most sensitive period for mastering the mother tongue. Yet in many preschool settings, folklore is used mainly for festivities rather than as a systematic tool for speech development.

This study aims to substantiate the theoretical foundations, an age-differentiated methodology, and the pedagogical conditions for developing the speech of preschool children through samples of Uzbek folk oral literature.

The study used theoretical analysis of psychological, linguistic and pedagogical literature, review of national regulatory documents and curricula, pedagogical observation in preschool organizations, and comparative and systemic analysis.

The study identifies the specific speech functions of six folklore genres (lullabies and nursery songs, counting rhymes and game songs, tongue twisters, riddles, proverbs, and folk tales). It proposes age-differentiated content for children aged 3–7, a three-stage lesson structure, a set of effective methods, five criteria with three levels for assessing speech development, and forms of cooperation with families. Five recurring problems in current practice are also described.

Folk oral literature serves as an emotionally engaging and culturally relevant means of developing all components of preschool children's speech: vocabulary, sound culture, grammatical structure and connected speech. It is most effective when integrated systematically into daily routines and lessons and supported by regular diagnostics and family involvement. An experimental design for testing the methodology is outlined.