Анотація. В статті обґрунтовано теоретичні засади коригування недоліків звукової культури мовлення дітей старшого дошкільного віку. Проаналізовано дослідження питання структури мовленнєвої діяльності психолінгвістами, лінгводидактами, психологами. Визначено, що реалізація діяльнісного підходу у вихованні культури мовлення дітей буде ефективною за умови дотримання вихователем закладу дошкільної освіти структури діяльності, що включає: мотив, мету, завдання, умови, дії, операції, способи діяльності, оцінку досягнутих результатів. Запропоновано коригувати недоліки мовлення дітей старшого дошкільного віку за принципами діяльнісного підходу. Annotation. Article focuses on the relevance of problem of timely pedagogical correction of speech sound culture of the senior preschool age children. Pedagogical correction of speech sound culture is a purposeful influence of teacher on the speech of children in order to correct errors that are caused by violation of articulation of sounds, articulation, speech breathing, phonemic hearing, orthoepic norms of pronunciation, voice strength, speech tempo and means of intonation expressiveness. This term should be differentiated from the concept of correction, used in defectology and therapy. An important characteristic of the activity is its purpose and purposefulness. The goal is achieved through certain means and methods of activity. Motivation of activity has determining influence on achievement of the goal. The main purpose of speech activity is the need to be heard and understood by the others. L. Vygotsky made a significant contribution to understanding the essence of speech activity. He identified five phases of speech generation: the first is motivation, the second phase is a thought (speech intention), the third is thought mediated in the inner word – internal programming speech statements; the fourth is thought mediated in the values of external words – the implementation of the internal program, the fifth is word-mediated thought (acoustic-articulation implementation of speech, phase control. Speech activity stimulates the development of other activities, which in turn become means of development of both speech activity and comprehensive development of personality. The effectiveness of speech activity is mediated by the interaction and functioning of perception, attention, thinking, memory and other mental processes. Doctrine of the determining influence on the formation of personality stimulates the use of activity approach to educational activities in the process of psychological and pedagogical research, mass pedagogical practice.