Early and preschool age is the crucial period for child development. During that age, child adopts much knowledge, many skills and abilities that are essential for further growth and development. Kindergarten, as upbringing and educational institution, is a place where all human rights are respected, child’s every characteristic is accepted, and supporting community that accepts every diversity is being developed. In kindergarten child creates first real social relationships with peers, develops social-emotional skills and knowledge, and also interacts with peers. Peer social exclusion happens in kindergarten, and attitudes, prejudice, and discrimination represent some of the reasons why the exclusion occurs. Discrimination and prejudice are not inherent among children, rather a child learns them during socialization. Kindergarten teacher is a person that will serve as an example to children, demonstrate respect of everybody by emphasizing one’s strong attributes, and a person that will direct them into helping other children when they need help. The aim of the research presented in this paper is to explore experiences of early and preschool aged children with social exclusion. Results of the study showed that 93% of examined children recognize social exclusion and that 54% of children have at least some experience with peer social exclusion (n = 100). Moreover, it has been proved that there are no differences in exclusion and recognition of social exclusion when considering various examined factors such as sex, age, or location of child’s residence. The main conclusion of this research is that peer social exclusion is a part of everyday life that does not depend on age, sex, or location of child residence. In order to prevent peer social exclusions, kindergarten teachers, as well as other upbringing and educational employees, should timely educate children and create a culture of respecting and accepting every diversity in kindergarten.