The transition of children from a family environment to kindergarten represents a significant change that requires adaptation in a new social and physical environment. This process encompasses various factors that influence a child's ability to adjust. The Ecological-dynamic model of transition and adaptation is a leading contemporary theoretical model for understanding the interrelations of significant variables in comprehending the quality of children's transition from family to kindergarten. This model emphasizes two segments of transition and adaptation present in a child's life: the interaction between different contexts that change, and the continuity between different contexts that remains unchanged over time. Within this framework, the effects of a range of factors and their interrelations are important, divided into intrapersonal family factors (personality, parenting style, parental sensitivity, etc.), child factors (temperament and other characteristics of the children), and educator factors (personality, competencies, attitudes); as well as interpersonal factors in the relationships between children, parents, and educators (attachment style, the course of adaptation, mutual relationships with each individual, and the organization of work in kindergarten). Therefore, it is important to understand and systematically study these factors. This paper tends to present stated model with practical implications, regarding the possibilities for improving the organization of educational practice, and the professional preparation of educators during the transition and adaptation in kindergarten.