Existential resilience may be understood as resilience provided by one’s meaningful view of the world and one’s place in it. A meaningful worldview includes a perception of coherence, significance, and direction. While religious worldviews often provide a sense of meaning and thus support resilience, secular worldviews have also been found to enhance resilience-related well-being. By discussing resources for building resilience through the four needs dimensions of well-being (Having, Doing, Loving, and Being), we focus on existential resilience and how its development in the lives of young children can be supported in early childhood education and care. The experience of social inclusion is crucial in this process. We also consider the cognitive skills required for existential meaning-making and whether these may be present not just in young children, but also in children with intellectual disabilities. Taking intellectually disabled children into account is paramount since such children experience various challenges that may hinder the development of resilience.