Contemporary comprehension of a child has influenced the new approach to learning and teaching of very young and preschool children. Project learning enables children to make a hypothesis, research, deduce and create their own knowledge with the appropriate support of an educator. The approach to project learning and teaching, also to learning and teaching in general, can be transmissive and constructive. The transmissive mode was used in the past as the principal method of learning and teaching. The educator who uses this approach teaches children by freely choosing the topic and giving tasks. Learning is frontal; all children sit and listen to the educator's lecture. They do not express their assumptions nor research actively but only learn the theory without active usage of the knowledge. This method proved to be less effective because, generally, people and children best acquire knowledge by active learning and research. Moreover, the frontal method of teaching puts children into an inferior position where they solely follow the educator's instuctions without their own understanding. Also, a very important item is the documentation during the project management because educators are given insight into the quality of their own educational practice, offered activities and materials and into the project itself. Documentation analysis can give insight into the further progress of the project. When the project is finished, access to the documentation gives educators a possibility of self-analysis and improvement of their educational practice and future projects. This paper is focused on the project documentation analysis in Slavonian kindergartens. The documentation was collected during the course Project Learning at the Faculty of Education in Osijek. The results of the research show that educators from kindergartens in Slavonia dominantly follow the cyclic structure of the project, apply the constructive mode of the project approach to learning and teaching and do the majority of projects in the scientific area ˝ Knowledge of Life˝.