The aim of this paper is to describe the determinants of the development of psychological resilience of preschool children, what can all contribute to its development and strengthening. The very introduction to the paper describes the first sources of the concept of resistance and the beginnings of research on the concept of resistance. Different definitions of resilience are then given as a result of different approaches and views that are considered important for its definition. The individual characteristics and peculiarities of resilient children are listed, as well as the categories of skills and abilities that need to be encouraged in children in order for them to become resilient. The paper analyzes the factors of resistance development that may act protectively or risk in the process of strengthening the resilience of preschool children. These factors are described through the individual characteristics of the child, family and social factors. The notion of family resilience emphasizes the importance of affirmative family relationships and the positive prevailing family atmosphere. The paper analyzes the impact of parental involvement, attachment and the impact of child abuse and neglect, as well as their consequences on the development of resilience of preschool children. The roles of educators and pre-school educational institutions as places to encourage resilience were also highlighted. Throughout the paper, the importance and mode of action of the child's environment in order to strengthen the resilient child and his physical, cognitive, social and emotional development was emphasized