The relevance of this topic stems from the fact that changes in the social context of a child's development can be a powerful stressor for young children. The familiar home environment, where the child is constantly under the care of close adults, is replaced by a new environment: unfamiliar people, a different routine, the need to obey group rules, and the mother's prolonged absence. The abruptness and simultaneity of these changes overload the child's adaptive mechanisms, triggering defensive reactions such as crying, refusal to eat, sleep disturbances, and somatic disorders. A lack of targeted support during the adaptation period can negatively impact the child's subsequent personality development. An analysis of the scientific literature on the topic of this study shows that a child's adaptation to a preschool educational institution is a process whose success determines subsequent mental development and socialization. During this period, the foundations of social behavior are formed, the emotional sphere develops, and the first stable contacts with peers and adults are established. Effective organization of the adaptation process requires the creation of a favorable educational environment, the use of specialized pedagogical methods, and close interaction between teachers and parents. This article presents the results of an experimental study aimed at understanding children's adaptation to preschool conditions. The study was conducted at Preschool Educational Institution № 15 «Scarlet Flower» in Neryungri, involving 10 students. The experiment consisted of several stages: ascertaining, formative, intermediate, and control. As part of the study, the «Malyshariki» educational program was developed and implemented, aimed at optimizing the adaptation process to the educational institution.