Language is primarily used for communication. Language is actually a system of phonetic signs that is specific to each language community and is historically determined. In language acquistion and its spoken or written use, certain deviations and difficulties of varying intensity appear. The devision of speech-vocie-language disorders are: pronunciation disorders, speech rhythm and tempo disorders. The primary socialization environment and enviroment for language learning is the family, which plays a significant role in encouraging children’s speech-voice language abilities. Later, the roles of speech and language models are extended beyond the family to other social contacts, primarily to peers and educator in preschool period. In this period of intensive speech development, it is important to recognize physiological and pathological deviations for the timely inclusion of the child in rehabilitation programs and professional support. This research is aimed at the analysis of teacher’s self-assessment of their knowledge of speech and language difficulties, their competences for working and providing support to children with these difficulties. For this, a questionnaire was used in an online form intended for educators throughout the Republic of Croatia. The majority of educators are considered competent to work with children who have speech and language disorders, but they also believe that they should work with cusch children individually and with experts outside the kindergarten. However, the results indicate that there is a need for additional education for educatora on recognizing speech-voice language difficulties in children and individualizing direct work with such children.