The field of positive psychology has shown great progress in scientific assessment of different concepts, especially those connected with different aspects of well-being of all those involved in an early and preschool education and development. the aim of this thesis is to systematically test by reviewing literature from specific bases of investigations that occurred in the last ten years which question the well-being in contest of early and preschool education and development. By systematically reviewing the literature, 99 papers from 2011 until 2021 were analysed in Hrčak base and UFRI repository. Results of 31 papers from UFRI repository and 68 papersfrom base Hrčak show that most often mentioned key words relate to satisfaction, well-being and optimism. Significantly more theoretical papers were found, from which are 77 quantitatively studies, 6 qualitatively studies and 2 mixed method studies. Participants in studies where mainly preschool teachers, children and teachers, and research was mainly done in Primorje – Gorski kotar County, then in Zagreb County and in the city of Zagreb. Questionnaires and scales where mostly used measure instruments in analysed studies. Purpose of research in mentioned papers are mostly focused on joy and well-being in an early and preschool educational context, while other aspects of well-being are less examined. Research findings are showing positive correlation of satisfaction with life and pleasure at work, hope, optimism, openness, consciousness, forgiveness and negative with socio-demographic characteristics, age, work probation and neuroticism, while children well-being is positively connected with curiosity, talent, adequate adjustment, flow and children's age. Optimism is negatively connected with parents whose children have some illness, and positively connected with joy, positive relations, work probation and level of education. Implications analyzed in papers provide examples, ideas and methods implicating positive psychology in context of early and preschool education and development. Analyzed papers contribute to the understanding of the importance of well-being of all participants in context of an early and preschool education and development and offer implications of adopting positive psychology in kindergarten practice.