The importance of bioethical sensibility, or in other words, sensitivity for all living and non-living beings and the entire nature, understanding the consequences of incautious creations made by a human hand, is in it`s beginnings in an early childhood. It needs to be involved in a lifelong process of early childhood education that advocates the philosophy of education. At the beginning of this seminar, prehistory and history of bioethical sensibility is briefly described, as it´s forerunners. Franjo Asiški, Fritz Jahr and Albert Schweitzer, are individuals who put imperative on humanity and who have dedicated their lives to humans returning to nature and their growth and development that centres around sensibility. If we want to understand the term „bioethical sensibility“, we need to look back to the past and see what was the perception of the public through printed matters then, so we could understand more about the term today. It is necessary to observe and study other cultures and their efforts to make children`s environment more sensibility prompted. Also, it is important to study about the ways of compensating the lost chances of developing empathy, prosocial skills and altruism in an early childhood. There is a list of examples of some activities that can be used in early childhood education, which are connected to children`s relations with nature, and also, the educators role in introducing a child with the living world is being explained alongside the troubles caused by irresponsible human behaviour towards nature and putting itself on a top of the hierarchies with the purpose of exploitation and exhaustion of natural resources. Hence, there is an emphasis on educators role in sensitized education of an individual, not only for his benefit, but for the whole community.