From birth, the child experiences adjustments, first to the people around him, his family community, and then to the wider environment. It is of great importance how the child is introduced to the new world, which is something completely unknown to him. This paper discusses the adaptation of the child to a new community, ie an educational institution, which should create cooperation and partnership with parents as a safe and desirable environment for the upbringing and education of the child. I will first describe all the components that make up an educational institution, including a child, as the main individual. Each of these components has its own action, and they must be able to act together with each other. All of the above is encompassed and described by Bronfenbrenner's theory of ecosystems. The educational institution is completely unknown to the child, and he should be treated accordingly. The mere adaptation of the child to life in an educational institution is a process, which is individual and considering this, lasts differently. It takes time, effort, attention and interaction with each other in order for the adjustment process itself to as socio-emotionally for the child, but also for other participants. In addition to all of the above, it is necessary to mention social competences, as important factors of growth and development, including the adjustment process. A precondition for all this is the already achieved level of affection, which I will describe through the components it goes trough, along with the participants. Attachment begins from the earliest age, from birth, with the primary caregiver. It then has an impact on further socio-emotional development, stems from interactions, and to be at the level needed for the most acceptable adaptation process possible, all the components involved in the process itself, need to be competent with what they represent.