The basic objective of this paper is to gain insight to the resilience of children and how a preschool can contribute to strengthening children's resilience. As an introduction to the topic, the very concept of resilience is defined and the mental frame of a resilient child is described. Then, a number of risk and protective factors are listed, whose interaction plays a decisive role in the development of resilience. These factors are divided into those internal – individual and external – environment. There are certain groups of children who are more vulnerable and threatened than others and who are more likely to develop risky behaviors, such as Roma children, refugee and immigrant children and children with special needs. The Resilience curriculum discussed in this paper is designed as a universal and inclusive program intended for all children, especially the vulnerable and threatened. The topics and activities in this curriculum reflect the diversity of children and thus encourage the development of tolerance and solidarity in children. The paper emphasizes the importance of the role of the preschool teachers in the child's development, who must provide social and emotional support. Emphasis is also placed on the need for the cooperation of the systems closest to the child, which are the family and the educational institution. A key part of the paper concerns the description of an educational environment that is conducive to fostering resilience in children, and the components of such an environment are the following: caring relationships, a culture of support and solidarity, active and genuine engagement, inclusion and success for all, collaboration and teamwork and choice and voice. Also, a more recent approach is presented that views resilience as one of the four basic determinants of a positively shaped brain, while the other determinants are empathy, balance and insight.