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The article discusses psychological and pedagogical support of, and care for children with severe speech disorders, i.e. stuttering. A preschool educational organization may have to take care of a stuttering child who is receiving pre-school education inclusively in a combined (inclusive) group based on an adapted educational program. The article deals with questions concerning the time when stuttering occurred, the forms in which stuttering was expressed and the main causes of this severe speech disorder. It provides basic symptoms that are manifest in various forms of stuttering, as well as different directions in which stuttering develops. It considers a therapeutic and pedagogical complex to be recommended in order to overcome stuttering. Of practical significance to preschool center teachers and parents of children with stuttering are ‘the speech rules’ which the article offers for stuttering children. Implementation and further compliance with “the speech rules” are necessary to eliminate stuttering in children and to form a new fluent speech skill. Useful tips are also offered to teachers and parents who provide psychological and pedagogical help and support to children with stuttering during their complex remedial work. Since stuttering is one of the most persistent severe speech disorders, affecting not only speech, but also other spheres – the somatic, neurological, psychological, motor, personal and others in a child’s life, it may be concluded that stuttering is easier to prevent than to correct. Early detection and prevention of stuttering and preventive psychological and pedagogical help by teachers and doctors can stop the further progression of stuttering.