The aim of this thesis is to present the UPS model and its application in working with children in institutions of early and preschool education (hereinafter: RPOO) with special reference on the example of the model in working in an educational group in individual work with children with disabilities. The UPS model is a problem-solving teaching model developed in 1994 by Nevenka Modrić for learning about human needs and for managing problem situations. It is used to teach children and adults. In teaching, the individual is actively involved in problem solving, and the leader of the learning process guides the individual in problem solving (Modrić, 2013; Modrić, 2016). The learning activity takes place through conversation with the help of a human figure (formerly known as a puppet-guide) and signs for the five needs that a person can place on the bars of a human figure. The research is proven by the case study method because it is a useful research method for a closer analysis of programs and working methods such as the UPS model. The case study method seeks to answer questions in a focused manner through detailed descriptions and interpretations of research topics (Hays, 2014). This is a typical/representative case for the appearance being analyzed, ie for the application of the UPS model in the practice of RPOO. The data sources on which this analysis is based are: pedagogical documentation, transcripts of educators' conversations with a child with developmental disabilities and selected didacticpedagogical materials used in the direct group and pedagogical work of educators. The analysis follows the steps of the UPS method, ie: Step 1: Problem (bring up or find out the problem) Step 2: desire (express or find out a desire) Step 3: need (state or find out the need) Step 4: Choice (find out or present and make a choice) Step 5: Self-assessment (present or find out an assessment). The study tests the hypothesis that the application of the UPS model has a positive effect on the psychosocial development of children of early and preschool age, including children with disabilities. The hypothesis is based on the previous experiences of the author of this paper in the application of the UPS model and in the workplace of an educator of children of early and preschool age. The hypothesis is also based on the elaboration of the model and its application in different social contexts (Modrić, 2013; Modrić, 2016), and the case study presented in this paper suggests the possibility of accepting the hypothesis.