Children with difficulties in social integration need lot of love, attention and understanding with regard to having problems in socialization. Preschool institutions have an important role because right there children get their friends and daily progress with the help of the expertise of educators and various incentives. The methods that educators use in their practice are based on rules that require acceptance and helping everyone without distinction. The goal of inclusion is to encourage children with problems in social interaction to communicate and socialize with their peers to make them not to feel differently and they thus provide an opportunity to improve their previous knowledge in accordance with their experience and to improve their skills. Driven by emotional states of children of early and preschool age for the subject of my final work, I decided to choose the actions of educators that create an enabling environment of children with difficulties in social integration. Accordingly set a target that is wanted to see how much is in pre-school educational institutions working in the field of Samobor and its surroundings present a supportive environment for active inclusion of children with difficulties in social integration among peers, as well as for their active learning. This paper consists theoretical and practical parts. In the theoretical part I explain concepts such as educational inclusion of children with difficulties in social integration, peer assistance and the like. In the practical part I describe research that I did with educators of this and conclusion of the conducted survey.