One of the core tasks of the National Curriculum for Early and Preschool Education is to support the overall and thus socio-emotional well-being of children, especially in challenging times such as the transition from family home to day care / kindergarten and from kindergarten to primary school. As the transition period is particularly challenging to develop attachment, in addition to this aspect in child development, this research will focus on the child's temperament and strengths and difficulties, as well as his or her socio-emotional well-being and resilience. Because infrequently the perspectives of parents and caregivers disagree, this research will explore these two perspectives with a view to better understanding what is needed to ensure the highest level of well-being for children. The primary objective of this research is to examine the socio-emotional well-being and resilience of children, their attachment, relationship, strengths and difficulties, and temperament during the transition periods of children from the perspective of parents and caregivers. The study was conducted on a convenience sample involving children (N = 236), parents (N = 191) and caregivers (N = 15). The research was conducted within the DV "Rijeka" and was anonymous, confidential and voluntary. For the analysis of statistics, 5 measurement instruments were used: attachment scale, EAS, SDQ, STRS, and SEDO. The analysis of the results confirmed the similarity of the assessment of the caregiver and the parents, that is, they both believe that there is a positive correlation between the adequate course of adaptation, with a higher level of socio-emotional well-being and resilience, attachment, strength (low level of difficulty), relationships and temperament of the children. A great deal of research can confirm the fact that the quality and adequacy of the adaptation period are greatly efected by attachment, temperament, the child's strengths and difficulties, resilience, and the level of socio-emotional well-being achieved.