Behavioral problems can begin to manifest even in children of early and preschool age. The children who have it usually cannot verbalize a certain difficulty on their own, but it manifests itself in maladaptive behavior. In children of early and preschool age, behavioral disorders are rarely discussed because children are still in a developmental phase in which various behavioral problems may appear and disappear spontaneously. Therefore, it is a question of behavior that deviates from the behavior that is appropriate and usual for the child, and that interferes with learning and child's social interactions with peers and others in his environment. Various factors can influence the appearance of such behaviors, from the presence of some problem in childhood, which is considered one of the most risky predictors, to inadequate family circumstances. If there is no reaction and support from adults, these problems can develop into long-term and complicated disorders in later childhood. There are two main categories of behavioral problems, externalizing and internalizing. Educators are often the first to notice deviations in a child's behavior, and it is important that they have high-quality and accessible support from a professional team when working with children with behavioral problems. The aim of this research is to analyze the experiences and competences of educators for educational work with children with behavioral problems in order to analyze the possibilities of Croatian early and preschool education institutions to contribute to the prevention of behavioral problems in children of early and preschool age. The data comes from research as part of the scientific project " Models of Response to Educational Needs of Children at Risk of Social Exclusion in ECEC Institutions" (abbreviated: MORENEC). This paper presents data on a total of 317 children who were assessed by educators as manifesting externalizing behavior problems. The sample are children who scored at least five behaviors on the factor of externalizing behavior problems, according to which certain behaviors are manifested several times at once or more often. These are children who are five, six and seven years old. This research partially confirmed the hypothesis that there are differences among educators in assessments of the need, availability, quality and satisfaction with the support available to them from various participants in the system of early and preschool education.