The main objective of this project was to demonstrate favorable opportunities of using dolls through the process of implementation of heritage-oriented educational project, especially through doll's use as "doll- project" and "doll- friend of the group". Through observation and assessment of children's various activities during this cultural project, in this thesis we indicate what literature and educational practice have confirmed- the use of dolls eases the path from child's initial idea to concrete apprehension of questions that surround him, questions focused especially on cultural heritage in this thesis. A doll is a visual, tactile and audible instrument, an exceptional motivational tool, an incentive for enrichment and sensitization of child's emotional, social and cognitive development. Doll-making activities, symbolic doll games and improvisations using dolls during projects confirm the fact that dolls enhance and prolong child's interest for particular topics dolls are used in. This thesis aims to show particular downsides or obstacles observed during project's duration, such as lack of time needed for project's full implementation (three months); obstacles in cooperation between two groups of children due to poor cooperation of their respective teachers (two teachers administrate different programs in the same room); certain organizational and material problems, which have all affected project's course and outcomes. We want to point out that it is possible to continue the described project in order to enhance children's knowledge of cultural heritage, but in regard to aforementioned issues. Moreover, these obstacles may become positive challenges in exploration of more favorable conditions and contexts for implementation of general educational projects in pre-school/kindergarten, as well as those rooting from cultural heritage.