Children with difficulties are a particularly sensitive group of children whose needs are still incorrectly defined and understood in society, and whose protection and respect for rights should be actively worked on. The Early Childhood Education and Care System (ECEC) have a significant place in the process of socialization of children with difficulties, because socialization is characterized by the developmental specifics of children and the educational context (quality of the environment) in which the child grows. Education and training based on the principles of inclusive education with an individualized approach to a child with difficulties and care for his needs are a guarantee of the prevention of unfavorable developmental outcomes in the ECEC constitution. The key bearers of this process are preschool teachers, with the participation of children, parents/guardians and professional associates. The aim of this paper is to analyze the experiences of preschool teachers in the upbringing and education of children with difficulties and the foundations of the analysis, and to determine the possibilities and limitations of appropriate ECEC for these children. In order to achieve this goal, research was carried out as part of the scientific project "Models of responding to the educational needs of children at risk of social exclusion in ECEC institutions". From the Questionnaire on etiological and phenomenological aspects of the risk of social exclusion of children of early and preschool age: version for preschool teachers, nine variables related to the areas of development of body functions and body structure were used. Data were analyzed for 283 children who were previously found to have visible deviations in development. The hypothesis that there are differences among preschool teachers in their assessment of the need for, availability of, and satisfaction with the support they receive from various participants in the ECEC system was confirmed. The results of the research point to the conclusion that preschool teachers differ considerably in their needs for support in the upbringing and education of children with difficulties. The results confirm the need to pay more attention in the initial and lifelong education of preschool teachers to issues of inclusive education and direct educational work with children with difficulties.