According to the World Health Organization (WHO), depression is an increasingly common disease among modern humans. The growing scale of this problem affects not only adults but also, more frequently, children. Depression among preschool-aged children is becoming an increasingly serious challenge for both specialists and society. In Poland, as well as in other countries, emotional dysphoria often goes unrecognized, which can have serious consequences for the development of the younger generation. Objective: The aim of this article is to outline the specifics of depressive disorders among young children, provide general characteristics of depression, methods of diagnosis, and possibilities for intervention, as well as the role of preschool teachers and systemic support in Poland and abroad. A comparison of the situation in Poland with other countries will also be made, citing examples of effective intervention strategies. Methods: The study employed a meta-analysis of publications (research reports, articles) on the topic of childhood developmental trauma. Results and Conclusions: Based on the analysis, it can be concluded that childhood depression is a problem that requires a comprehensive approach, understanding, and support. Attention was drawn to the insufficient knowledge of educators on this topic and the lack of adequate support for early recognition and intervention. Keywords: depression in preschool-aged children, childhood depressive disorders, support for early recognition and intervention, role of preschool teachers, preschool.