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This paper deals withdiscusses the problemconnection between children's language development and modern conditions of languagereduced competenceinterpersonal ascommunication, welland asunilateral competencescommunication relatedthrough modern media. The conducted research will attempt to show the connection between children’s increasing speech and language problems with an excessive share of free time which children spend in front of screens. The term screens implies video games on mobile phones, tablets, animated films, short clips or all forms of unilateral communication through all kinds of media. Regarding the growth of speech problems in preschool children, the research also examines the level of parental involvement in children's exposure to screens and howwhether theythis arelevel approachedcan inbe documents, plans and programs and curricula, from 1947linked to the presentparents' day.qualifications. The focusresearch also tries to find an answer the question whether gender differences have an impact on the number of the research is language and speech as a means of communication and the interest of curriculum documents for the development of the same in preschool children. The main goal of the research is to explore the presence, position and importance of competences related to language, speech and communication through a historical-comparative analysis of plans and programs or curricula. Teaching approaches as well as ways of encouraging the development of the mentioned competences are also analyzed. In addition to the analysis of the overlap of activities and content related to the development of the aforementioned competences, the didactic-methodical uniqueness of each plan and program is also analyzed,problems as well as the degreeamount of freedom,time autonomy,children andspend creativityin front of the implementers. The sample of this historical-comparative analysis are plans and programs from 1947 until 2015 and the National curriculum for early and preschool education.
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