The purpose of this article is to present a Polish point of view of integration work with children needing assistance. Since the 70th year of the twentieth century, the Polish kindergarten was starting to realize a new educational and care duty. The changing of duty was a consequence of psychological and pedagogical research study which encircled six-year-old children, and children with special needs, before starting in the first class of elementary school. With 30 years of retrospective views, we could not evaluate this process as effectively, because these activities do not solve the problem of coping with school evaluative standards by children. Kindergarten remains the first, not obligatory link of education for children needing assistance. This article also presents a new method of work with pre-school-age children in Polish kindergartens, based on polysensual child activities. (Contains 5 notes.)