This paper presents research The importance of language development of early and preschool children from the perspective of educators. The aim of this study is to examine and determine the attitudes of educators and their work habits when it comes to language development of children. In the theoretical part of the paper, the stages of children's language development are presented, the pre-linguistic, i.e. non-verbal, and the language stage, i.e. verbal. Then there is a description of language activities that lead to the development of early literacy and the skills of listening, speaking, reading and writing. Namely, early literacy is specific for children of early and preschool age, and numerous studies have shown that children know a lot about literacy even before starting school. Furthermore, if it is noticed that children have difficulty mastering the mentioned language skills, it is possible that it is caused by a language difficulty, and the paper presents some of them, hearing impairment, pronunciation disorders and stuttering. Numerous studies in Europe have shown that on average 25% of preschool children have some form of speech disorder. However, it is important to find out what kind of speech disorder there is in time and react in time. Along with the parents, a big responsibility lies with the educator, who should encourage and direct the child to proper speech and language development. It is the reason that this research was conducted, and it focuses on educators and examines their views on children's language development. Respondents were asked to assess whether they are satisfied with the language development of the children they work with, whether they consider themselves a good language role model for children, whether they notice language difficulties in children, how often they carry out activities such as reading stories, whether they encourage children to express their opinions, and the like. The analysis of the collected answers showed that the educators are aware of their role in the language development of children, but that they are also aware that they sometimes need help and that they want more education in order to encourage language development as best as possible.