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Abstract: The article addresses the problem of the implementation of the educational area “Speech Development” in a multicultural environment in preschool educational institutions of the city of Yekaterinburg. The author describes the results of observation of educational activities and regime moments in kindergarten groups: the second youngest (from 3 to 4 years), the middle group (from 4 to 5 years), the older group (from 5 to 6 years) and the preparatory group (from 6 to 7 years), in which from 50% to 60% of children are representatives of different nationalities who do not speak Russian or speak very limitedly. During the observation, the level of knowledge and understanding of the Russian language by children, a representative of different ethnic groups, their involvement in the process of educational activities and attempts to build interaction both verbal and non-verbal means of communication were monitored. The study was focused on three categories of pupils of pre-school educational organizations: children, native speakers of Russian, bilingual children and children, native speakers of another language who do not speak Russian. The results of interaction with teachers of the OED are described within the framework of solving the problem of implementing the educational area “Speech development” in a multicultural environment. The basic principles of the implementation of the educational field "Speech Development" are proposed, taking into account the ethnic component of the groups and differentiation in the implementation of the tasks facing the teacher when working with vocabulary, grammatical structure of the language, and sound culture of speech. In addition, the author describes the observations of the integration process of educational areas: “Speech development” and “Art and aesthetic development”, “Speech development” and “Cognitive development”.