The preschool teacher and the child form the microclimate of the early childhood and preschool educational institution, and positive professional pedagogical relationships are the basis for building a quality educational system. The aim of this paper is to review the current state of knowledge and apply a qualitative research approach to gain deeper insight into the challenges and opportunities of building positive relationships with children in early childhood and preschool education from the perspective of the educator. The results of the empirical research point to the need for professional development of preschool teachers in the area of creating a spatial and material environment, ensuring a better supply of materials for pedagogical work and providing more support for preschool teachers in order to achieve positive changes in the kindergarten. Preschool teachers emphasise the importance of personal and professional qualities such as self-awareness, sensitivity, tolerance, respect and improving communication, reflection and teamwork skills. Finding a common language in the face of challenges, assertive communication and prosocial behaviour are also highlighted as important factors in improving a positive learning atmosphere and the quality of interpersonal relationships. The results obtained can serve as a starting point for further exploration of existing pedagogical practises to develop quality relationships in order to promote children's well-being in kindergartens.