The positive effects of positive psychology interventions (ppi) programmes on the well-being of adults, adolescents and elementary school children, as well as the practices and measurement instruments for these populations, have already been widely documented. However, there is little research on younger children. Drawing on selected studies in our recent lite- rature review, this article describes and discusses practices and measurement instruments used in the three-six year-old school context. The aim is to promote the development of ppi, as well as to reflect on appropriate measures to assess constructs of positive psychology for a less studied age group.