The modern paradigm of early and preschool education significantly changes the approach to the educational process. Starting with changing the image of the child, the tasks of the educational institution, and the role of the educator. Thus, in the modern understanding, a quality approach is humanistic, developmental, co-constructivist and integrated. Accordingly, the role of the educator is not to precisely plan the content and course of activities, but rather to create the prerequisites for the optimal development of each child, which is primarily reflected in the creation of a stimulating environment and the provision of appropriate and individual support in learning. For this to be possible, the educator needs to have a good understanding of the individual child in all his/her aspects. It is precisely in this that the value of pedagogical documentation is recognized, which enables the child to truly hear and see, and not just look and listen. Namely, the collected documentation is useful for reflection and self-reflection of educational practice, (re)interpretation of past events, assessment of child's achievements and competences, assessment of educators' interventions, professional development of educators and communication with others, primarily with parents of children. The aim of this work was to examine the practice of using forms of pedagogical documentation in the work of educators and educators' attitudes about pedagogical documentation. The research was conducted using a questionnaire, in which participated 74 educators from public kindergartens in the area of Zagreb.