A great number of research has shown that personality and positivity (happiness, optimism, life satisfaction) have significant impact on developing and type of relationships with others. Also, if we analyze types of relationships between the children of early age with early years teachers, during they stay in nursery school, it is possible to determine what are the effects that variables of positivity and personality have on that relationship ( both children and teachers). Therefore this research's aim is to examine how variables of positivity, and relationship child-teacher are related. According to theretical models, it is expected that high positivity, extraversion and agreeableness will go along with developing of positive relationships of early years teachers and children. According to the given theoretical models, it is expected that a high level of well-being (optimism, life satisfaction and happiness) and a high level of all personality traits except neuroticism, will be significantly associated with building positive relationships between early years teachers and children. Early years teachers are also expected to have closer relationships with children who have elevated temperament dimensions of sociability and activity, and less with those who have higher levels of negative emotionality. Research was conducted on 16 educators and 302 children. Educators assessed high levels of well-being and close relationships with children. The results confirm that more optimistic teachers achieve and experience relationships with children with less conflict. Despite expectations, happiness and life satisfaction of educators are not statistically significantly related to the relationship with children (closeness and conflict). It is the same with personality traits. Results are discussed in light of possible further impact on implicite pedagogy in order to improve developing of positive relationships in nursery shools.