Increasing participation in pre-school education for 73 children from the city of Negresti-Oas and neighbouring villages, especially groups at risk of school leaving, with a focus on children belonging to the Roma minority (minimum 19 children) and those from rural areas (minimum 12). The project contributes to the achievement of specific objective 6.2 – Increasing participation in pre-school and preschool education, especially groups at risk of early school leaving, with a focus on children belonging to the Roma minority and those from rural areas (axis 6 – Education and competence, Investment Priority – 10.i. Reduction and prevention of early school leaving and promoting equal access to quality preschool, primary and secondary education, including formal, non-formal and informal learning pathways for reintegration into education and training) through the package of measures aimed at operationally targeting more EDTHINGSENCE a) Pre-preschool TIME EDUCATION (providing and financially supporting early education services to 73 preschool children, focusing on Roma (19) and rural areas (12) – A 5.1, A5.2, A5.3, A5.4). Although the issue of preschool education is regarded as a topical one, according to the studies and opinions stated by renowned psychopedagogues, such as Jean Piaget, the need for education can be placed stadially, as early as the intrauterine period in which maternal equirrh and even communication with the child are favorable for the child to become later. Therefore, the provision of pre-preschool education services for children aged 0-2 years, becomes an urgent spectacle on our days, especially in the localities where this cannot be offered/has not been offered for more than 30 years (as is the city of Negresti-Oas). Preschool education unites the factors of education, breaks the barriers of partnership rigidity and draws attention to a valid general truth: the need for any being to be educated, loved and cared for, from conception, through balance and special attention, the result being the universally recognised educational ideal, that of evolved social beings capable of continuous progress, according to the needs of any evolutionary age. Contemporary education focuses on the idea of equal opportunities for all children, the need to be in balance with adult, child with child and adult with child. Emotional balance and comfort make possible the development, maturation and multilateral maturation of children, which is a continuous process up to the age of plenitude/maturiza. However, as a trend of continuous education, after the threshold of final psychic becoming, learning is recommended to each individual for the entire period of life, and the foundations of atepreschool can be solid for the successful man or true cracks at the foundation of a later becoming, if at this stage no balance prevailed. So, the holistic approach to cop development