The problem of preserving the native language still remains acute, especially among children. Childhood is a special period of human development, the child’s active acquisition of spoken language, the formation and development of all aspects of speech - phonetic, lexical, and grammatical. Our research shows that the number of preschool children who do not understand and do not speak their native Buryat language is increasing from year to year. A very specific situation has developed that requires analysis and special attention from authorities and educational structures and the general public. The author reflects on this and on the ways and means of preserving the native Buryat language in children's environment, shares his experience of conducting and the results of experimental activities on organizing a monolingual speech development environment in preschool educational organizations. The author describes the experience of organizing parent clubs to include parents in educational activities.