This chapter employs a holistic view of the child in its examination of socially sustainable preschool teacher professionalism, raising the necessity of acknowledging the role of a child’s personal worldview as important. The chapter takes as its starting point a theoretical and analytical model for socially sustainable communities of care for a further elaboration on preschool as a caring community. The holistic view of the child builds on postcolonial theory and feminist ethics of care, through which the model highlights the importance of the teacher’s sensitivity towards the child’s worldview with its religious or spiritual, ethical, and existential elements. Caring for the child’s worldview is seen as vital for the child’s resilience, contributing to learning, well-being, and sense of belonging, both in the daily events in preschool and in the longer perspective on their individual life trajectories.