Starting kindergarten or nursery school is an important step in a child's development that can be challenging for both the child and the parents. This paper explores the child's adjustment to a new environment, including emotional, social, and cognitive changes. Emotional changes encompass the development of attachments to new caregivers during the child's time in the educational institution. The second part of emotional turbulence, related to the child's separation from parents, is discussed based on the research by Bowlby (1982) and Ainsworth (1979). Social changes include the development of social skills and peer interactions, as highlighted by Ladd (2005). Cognitive changes pertain to adapting to new learning and play structures, as described in the works of Pianta and Kraft-Sayre (2000). Special attention is given to the roles of parents, educators, and peers. Baumrind (1967) researched different parenting styles, emphasizing the authoritative style as the most successful in supporting the child's adaptation. Educators create a safe and supportive environment for children, as noted by Tatalović Vorkapić (2020), through building trust and stable relationships, as highlighted by Corsaro (2011). Peers play a significant role because social interactions help children develop social skills and a sense of belonging, according to the research by Raver and Zigler (1997). The results show the importance of good cooperation between parents and educators in creating a secure environment. Such an environment enables the child to develop positive relationships with peers and educators, helping them feel safe and accepted in the new setting.