Childhood is a phenomenon that has occupied the attention of researchers, scientists and professionals dealing with children for centuries. Throughout history, many have written about this topic. Numerous scientists have studied this phenomenon and made various conclusions, verified afterwards by scientific community. Professionals who deal with children and participate in their childhood, and parents who want only the best for their children as well, constantly strive to integrate these new insights into their relationship with children. They strive to create the best conditions for growth and development of children. How successful they have been in this matter throughout the history and how successful are today is an emerging question. One of authors, Babić (2014), points out that traditional views on childhood emphasized the incompetence of the child, and childhood itself was strictly perceived as a preparation for adulthood, while modern views recognize the competence of the child and allow him to participate in constructing his own life, and also attach a great importance to childhood. Through the development of pedagogical science, attaching importance to the child as an important and competent individual of society, and the involvement of society in the lives of children at all social levels (family, local, political, global, ...), new insights are progressively emerging that shape modern childhood. On the other hand, Prout (2005) emphasizes that precisely society and its strong technological and economic progress, political changes and changes in social values are strongly destabilizing childhood. Such a destabilized, modern preschool childhood is full of challenges. Changes that occur in the family during upbringing and education, both in the family and outside the family (in preschool and other institutions that the child attends as well), and radical shifts in society, are the circumstances due to which the child ceases to be a child earlier, and the childhood period gradually decreases.