According to the National Curriculum for Early and Preschool Education (2014), it is an important task to support the social-emotional well-being of children, especially in periods such as the transition from the family home to kindergarten. Given that transitional periods are particularly demanding for children's further development, this research will focus on social-emotional well-being and resilience and on the function of a transitional facility. Furthermore, considering that the perspectives of educators and parents are often opposite, this study will deal with understanding both perspectives with the aim of better understanding what is needed to ensure the greatest possible social-emotional well-being and resilience. The area of social-emotional well-being and resilience of early and preschool children is determined by a number of different factors, especially when it comes to specific situations such as the transition from family to kindergarten. Research and everyday practice have shown that the role of transitional facilities is extremely important, which will be analyzed in relation to the social-emotional well-being and resilience of children. The main goal of this research is to study the relationship between the role and importance of the transitional object and the social-emotional well-being and resilience of children during adaptation. The research was conducted on a convenience sample in which parents (N=154), educators (N=12), and children (N=202) participated. An anonymous survey for parents and educators was used. The analysis of the obtained results revealed a similarity in the assessments of parents and educators, that is, parents and educators partly agree with the fact about the importance and use of the transitional object. Also, the analysis of the results confirmed the similarity in the assessments of parents and educators, which means that parents and educators emphasize the positive connection of an adequate course of adaptation, with a higher level of social-emotional well-being and resilience of children. In addition to the aforementioned research, numerous other studies also confirm the hypothesis of a connection between an adequate course of adaptation and a higher variety of social-emotional well-being and resilience of children. Furthermore, the analysis of the obtained results and previously conducted research confirmed the last hypothesis, which talks about the connection between the perception of parents and educators about the use of a transitional object, the adequate course of adaptation and the social-emotional well-being and resilience of children with the characteristics of children, parents and educators. Based on the findings, it is clear to conclude that transitional objects have an important role for adequate course of adaptation, as well as on social-emotional well-being and resilience, taking into account the characteristics of children, parents and educators.