Kindness is a virtue that represents affection and cares for others, it is adopted during life and becomes part of the individual's personality. Its adoption is influenced by many factors, such as established secure attachment, good models, environment, self-control and empathy. Morality is deeply embedded in human beings, the first signs of empathy appear already in the infancy and develop more and more in childhood and through adulthood, as proven by Kohlberg and Hoffman theories, that linked the development of morality with cognitive development. Moral development in most people is the same, sometimes developing faster, sometimes slower, but the principal remains similar, children develop moral sense from the first contact with the environment and improving it further by learning. Initially they are motivated by the consequences of awards or penalties and react to authority, as they mature in thinking they begin to base their morality on the principals of reciprocity and honesty by equating the moral basis with good intentions and care for others, extending their concept of morality so that their good and moral behaviour is considered to be their duty. As most of their childhood is spent in preschool it is necessary that its curriculum will create a mature moral person, who is able to distinguish good from evil, whose moral knowledge is confirmed to behaviour, has developed a conscience and self-control and experience strongly emotional consequences of good and bad behaviour. In this paper, three programs are presented (Kindness Curriculum, Roots of Empathy, Love Curriculum), which through their activities encourage the development of such values in children.