The competencies of preschool teachers to create positive pedagogical relationships are considered an important factor in achieving the quality of the entire educational process. The aim of this paper is to provide a systematic review of scientific papers on the pedagogical understanding of the development of positive relationships and professional competencies of preschool teachers for relationships. Hrčak and Scopus databases were searched for the period from 2011 to 2021.The results of the review indicated the equal representation of theoretical (N = 15) and empirical (N = 14) papers, and the dominance of the application of qualitative methodology in research. The key findings indicate the importance of continuing professional development of preschool teachers for the implementation of a positive pedagogical relationship. In initial education and continuous professional development of preschool teachers, more attention should be paid to the acquisition of competencies for achieving positive relationships and professional communication in the educational context. It is very important to critically analyze one's own beliefs and reflections on the development of one's own professional role, responsibilities and competencies in the context of professionally shaping relationships with children and other stakeholders are of particular importance. The obtained results can serve as a starting point for further research of existing educational practices for the development of the quality of relationships with children in kindergartens.