This study investigated the present status of communication disorders and speech therapy, the understanding of communication disorders and speech therapy services and demands for support. This study aims to improve early childhood teachers’ recognition about communication disorders and speech therapy services, to vitalize the connection with speech therapy services and to seek a plan for support. A statistical analysis was conducted with the questionnaires of 254 early childhood teachers working at an early childhood educational institute in the Gyeongnam and Busan regions and the results of the study are as follows. First, to look at the present status of communication disorders and speech therapy service, there were a considerable number of communication disorders and young children at risk in the classes. The understanding and expression of language were late, overall and the problem of aggressive behaviors was noticeable. Thus, the early childhood teachers had a difficulty in teaching, and most of them considered ‘discussion with parents’ as a solution while they had a low recognition about ‘cooperation with an expert and connection with a specialized organization.’ If a speech therapy service would be necessary for young children, most of them discussed with parents, and there were somewhat low guidance and connection with a specialized organization. If a speech therapy service would be necessary for young children, most of them had a willingness to introduce a specialized organization to the related parents, and the reasons why they thought negatively about guidance and recommendation included that there was insufficient information related to speech therapy services and there was work overload. There was a lack of the formation of a system of the connection between early childhood education institutes and specialized counseling agencies. Second, to look at the early childhood teachers'' recognition about communication disorders, their understanding about communication disorders was low, overall, and ‘the types and contents of the diagnostic criteria and assessment tools for early detection’ was the lowest. ‘The formation of positive recognition about young children with communication disorders in the peers’ was the highest importance of the communication disorders related teacher''s role. As for the provision of information related to communication disorders, ‘the provision of information about complementary alternative communication appliances, hearing aids and cochlea implants’ was the lowest. The ratio of the early childhood teachers without education and training experience related to communication disorders was higher, and the causes were a lack of time and a lack of information. As the contents of the education necessary regarding communication disorder, the first one was an understanding of communication disorder, followed by ‘the presentation of the cases of teaching.’ As the demands for support, the first one was expertise and an assistant teacher, followed by ‘the placement of experts and the construction of a connection system.’ Third, to examine the early childhood teachers'' recognition about speech therapy services, they had a low understanding about the speech therapy services, overall, and ‘the procedure of the support through which they could be provided with a speech therapy service’ was the lowest. Most of the early childhood teachers responded that connection and cooperation with speech therapy services would be necessary, and there was a high demand for ‘the help in the teaching method and language teaching method.’ It is required to provide early childhood teachers with a variety of education of communication disorders and speech therapy services, to expand the training program and to vitalize support in many directions.