The adaptation of the personality to new educational environments highlights the complex, coherent process, in which the subject performs multiple insertion actions: endures physical and physiological, cognitive, affective, behavioral transformations, etc., consistent with the quantitative and qualitative changes of the environment; it reassures, totally or partially, its own way of acting to the demands and expectations of the surrounding environment. Moreover, in order to optimize the adaptation process, there is a need to ensure optimal contexts for educational inclusion, by creating bio-psycho-sociopedagogical conditions, facilitated by the cooperation of educational agents. The adaptation of children to kindergarten is a multifaceted process, designed and monitored by specialists from the preschool education institution, in partnership with parents, in order to ensure optimal relations between the child and the educational environment. The diversity, coherence, interconnection of forms of cooperation of educational agents favors the effective adaptation of children to the educational environment in the early education institution.