This thesis deals with the topic of the Characteristics of Developmental Psychopathology in toddlers and preschool children. The first part of the article defines the concept of developmental psychopathology, linking developmental psychology and psychopathology. It also emphasizes the fundamental setting in developmental psychopathology - the entire life cycle of a person between pathological and nonpathological forms of functioning, emphasized by Vulić-Prtorić (2001). It explains the continuity of psychopathological development with the help of the John Bowl's metaphorical scheme. It is followed by a passage in which psychopathology is viewed as the difficulty of adaptation, and the child's behavior as an adaptation to the environment. A new insight into the disturbance process offers a conceptual approach that the child observes in the context of a multifaceted social context, with the influence of risk and protective factors. Furthermore, the following paradigms in psychopathology are considered: biological paradigm, psychoanalytic paradigm, paradigm of learning and cognitive paradigm. The second part of the paper presents four psychopathological disorders in toddlers and pre-school children: attention deficit hyperactivity disorder, anxiety disorder, depression and autism spectrum disorders. These conditions are distinguished as one of the most common in childhood, of which hyperactivity disorder and autism spectrum disorders are included in neurodevelopmental disorders, and depression and anxiety disorder in emotional states. At the end of the paper, there is conclusion that focuses on the prevention of psychopathology in toddlers and pre-school children, and the key is in creating a healthy environment for all children and their families.