This article addresses the issue of ensuring the well-being of preschoolers with special educational needs in educational institutions. Western theoretical references based on recent research explain meaning, with its extended connotations, but also argue for the need to capitalize on it. The article describes the diversity of elements and aspects of well-being. The authors propose modern methods of ensuring the well-being of children with special educational requirements in early education institutions that are stipulated according to the developmental aspects of preschoolers. Practical recommendations make the proposed methodology realistic under the condition of creative application and contextualization of its multidimensional valences and by creating an environment friendly to the appropriate state of mind.