The Convention on the Rights of the Child (2001.) states that “for the full and harmonious development of his or her personality, a child should grow up in a family environment, in an atmosphere of happiness, love and understanding”. However, if there is danger and endangerment within the child’s own family, the child may be separated from their family and placed in one of the forms of alternative care. In order for alternative care to justify separating a child from their biological family, it is necessary to provide conditions that will achieve proper psychosocial development and be able to reach certain standards and quality of care (Sladović Franz, 2016). The emphasis in this work is on examining the development of attachment of children without appropriate parental care with a preschool institution educator of early and preschool education. The creation of an emotional bond is of key importance for the child to be able to develop and strengthen self-confidence and a series of positive long-term consequences that will affect the development of attachment. The kindergarten, along with the family, represents a positive community in which children develop their first experiences about relationships, space, culture, communication with other children and adults who care for them. The aim is to provide children with a safe environment in which they can freely explore and participate as active members of the community. The role of the preschool institution educator has a great significance and contribution for every child, especially for children without appropriate parental care since they are a socially sensitive group that carries certain traumas and behaviors for which they need to be approached with a lot of love, understanding, openness and patience. The authors state that children from alternative care often have difficulties in developing attachment, especially children placed in institutional care, whether this is really so we can see in the results obtained by conducted research.