Early language development is a dynamic and complex process that forms the basis for the development of literacy, social and emotional development of the child. Language development in early childhood takes place through stages marked by milestones that most children achieve at a certain point in their development. In addition, research indicates the presence of variability in this process, which points to individual differences among children. The main goal of this research was to investigate the existence of differences in awareness about milestones and variability of early language development and recognition characteristics between parents, kindergarten teachers and pediatricians. For the purposes of the research, a questionnaire was created with three versions, one for each group of participants, which was filled out anonymously by a total of 176 parents, 100 kindergarten teachers and 100 pediatricians. Among the parents, 76 of them were separated from the sample because they answered elimination questions confirming that they have a child with developmental delay and/or language difficulties and that they have a child of school age, which means that all the remaining participants in the group were parents of typically developing children of preschool age. The results of the research showed that the participants had an insufficient level of awareness about milestones and variability of language development. In addition, no statistically significant difference was found between parents, kindergarten teachers and pediatricians in the degree of concern for language production and understanding, despite the professional focus of kindergarten teachers and pediatricians on child development. Group affiliation was also not related to production and comprehension variability assessments, nor was a statistically significant difference found in the degree of concern with respect to the language variability assessment. Most of the participants indicated in their answers that in case of concern about the child's language development, they would seek out an expert/refer the parents to an expert. A certain discrepancy was observed in the selection of experts, so the speech language pathologist was listed as the first expert most participants would turn to in case of concerns about language production, while for language understanding, the largest number of parents pointed out a pediatrician, the largest number of kindergarten teachers chose psychologists and the largest number of pediatricians listed neuropediatricians as experts to whom they would primarily turn to for help. The results of the research indicate the need for futher training in the area of early language development and identification of language difficulties.