Children with down syndrome have below-average intelectual functions. Their cognitive developement during their first ten years is not linear. Besides physical disorders, they have mental disorders which demand special treatment in preschool system. The degree of mental retardation present within this syndrome is different from individual to individual, and the most common is light or medium degree. Elementary school inclusion for children with Down syndrome is contributes that children become equal members of society. Having that in mind, the programs and actibvities are adjusted to the child with Donw syndrome, with the contribution of other experts. To make the integration process easier , the most important aspect is to have good inclusion in kindergarten. The main role in preschool institution is theeducator which competence is very important, but the working conditions are essential, like didactic materiel, adequate premises and additional educator support. For preliminary inclusion of children with Down syndrome in elementary school it is important to establish means, methods and strategies of skill building for children with Down syndrome. To keep the process steady and continuing, the education of mentors and educators is essential and it needs to be continuous. The purpose of this work is to highlight the preparations of inclusion process for children with Down syndrome from preschool system to elementary school nurture and education, and to establish the means which stimulate development social and other skills. The goal of this work is to determine the stands of educators and experts in importance of children preparation to preschool system. Methodology of the work includes interviews. Therefore, the results should indicate recommendations for further research of the subject