This paper describes in detail the developmental difficulty of children with Down syndrome. This syndrome is considered one of the most common genetic disorders, and occurs due to an excess of one or part of the chromosomes in the nucleus of every cell in the body. Namely, instead of two chromosomes on the 21st pair, people with Down syndrome have three chromosomes, trisomy, and for that very reason Down syndrome is also called trisomy-21. Depending on the mode of occurrence, there are classical, translocation and mosaic types of Down syndrome. This syndrome is accompanied by health problems that can be minimized if responded to in time, and the incidence of the syndrome increases with maternal age. Children who become ill need to be included in early intervention programs from an early age to encourage their development. The paper discusses the history of the syndrome, how it occurs and the psychological aspects, and the emphasis is placed on educators in preschool educational institutions, the integration of people with Down syndrome in the regular educational system, the development of an individualized educational plan for work with a child with Down syndrome and the cooperation of educators and parents. Every child, whether with or without difficulties, including those with Down syndrome, has the right to education and the right to be an active member of the community in which he lives, and most important of all is the right to love and support from the environment.