Stuttering is a disorder of verbal fluency that manifests itself as interruptions, repetition, and prolongation of speech. Often, people who stutter may not be seen to stutter when speaking or reading individual words, but during spontaneous speech or reading of texts, especially at the beginning of sentences, their speech often becomes disfluent. The incidence of stuttering is about 1% in the general population (except for preschoolers), 3%-5% in preschoolers, and the highest incidence in 2-5 year olds, with a male to female ratio of 1.6-5:1. About 5% of people stutter for a few months of their lives. The phenomenon of stuttering in childhood is not really stuttering, but is generally referred to as “developmental disfluency”, which refers to temporary speech disfluency that occurs before the age of 5 and is mainly related to the characteristics of language development during that period. Stuttering in children rarely occurs during the word stage, which means that when a child can only express themselves in words, they do not stutter and can speak fluently. Stuttering occurs when the child’s language develops to the point where words are combined into phrases or sentences, i.e., when the child is learning grammar, which is the main time when developmental disfluency occurs. Stuttering can occur as early as 18 months of age, when grammar begins to develop; the most frequent period of stuttering occurs between the ages of 2 and 5 years, coinciding with the stage at which children acquire syntax. When children have become proficient in the rules of syntax, stuttering disappears naturally. Approximately 80% of developmental disfluencies disappear spontaneously. The natural recovery and persistence of stuttering in children is influenced both by genes and by the interaction of genes with environmental factors. There are several theoretical models of the causes of stuttering, but the one that is more appropriate for children is the “demand and ability model. Stuttering occurs when environmental demands for fluency exceed the child’s cognitive, linguistic, motor or emotional abilities. It assumes that the child’s ability to produce fluent speech does not meet the demands of the environment, which directly leads to disruptions in speech. The “demands” are the environmental events (including the internal environment) that cause the child to produce disfluent speech from a variety of sources, such as faster parental or adult speech, time pressure related to over-stimulation of speech or the need to organize complex sentences, excitement and anxiety, and excessive cognitive demands to express complex thoughts. “Abilities” are qualities that are inherent or acquired by the individual to develop fluent speech, including the ability to move the articulatory organs fluently and rapidly (i.e., rapid speech), the ability to organize sentences, the ability to produce and maintain fluid movements during excitement, and language skills. Although developmental disfluency is a temporary phenomenon during normal development and most of them can be recovered naturally, it is important to pay attention to the following conditions and seek professional help promptly: stuttering with the rapid appearance of secondary symptoms (flushing, facial muscle tension or breathlessness, twitching, blinking, neck extension, foot stamping, fist clenching) and avoidance behaviors (avoidance of certain situations such as talking on the phone, talking to strangers, asking for directions, speaking, etc.). , asking for directions, speaking, etc.), children who care about their stuttering (with psychological stress), and children with a family history of stuttering are susceptible to chronic stuttering.