The aim of the paper is to present the more comprehensive picture of children with developmental difficulties involved in nursery schools, referring in particular to the part of the National Curriculum Framework concerning the inclusion of children with developmental difficulties in the pre-school educational system. The National Curriculum Framework is a fundamental document that defines all the essential components of the educational system from pre-school to the end of secondary education and education. After describing some of the difficulties of a child involved in a nursery studied from a medical point of view, the paper describes the challenges a child can face when arriving at a nursery. Particular attention is paid to working with a child with a particular difficulty, starting from the material environment, the spatial adaptation, through the preparation of other children to informing the educators by expert assistants about the difficulties. In addition to educators and other children, the involvement of parents also plays an important role in the child's involvement, paying attention to the relationship between the parents and the educators and the course of their meetings during the educational process that deepen the relationship and mutual trust, which is the key to achieving the goal.