Educational practice is considered an under-researched area that is under the constant influence of changes, and educators are in charge of constant observation, noticing changes, interpreting them, experimenting, researching, recording and documenting them. Action research enables educators to initiate changes together with children and other educational workers with the aim of improving educational practice. A stimulating environment plays an important role in acquiring new knowledge. It should be designed in a way that encourages children and enables them to actively construct knowledge, i.e. learning by doing. Many studies have shown that the environment has a big influence on the frequency and quality of social interaction, but also on the quality and development of children's play. A child acquires knowledge in play as a daily free and structured activity. According to Barth (2004), Piaget points out that a child acquires knowledge through action, and shapes it through experience which he gaines in contact with the environment, while Bruner (according to Barth, 2004) believes that a child shapes knowledge through social interactions. When the basis of the content of the game is catharsis, reliving something and the like, we can observe, in addition to the content of the game, the way of structuring that is related to cognitive development (Duran, 1995). Early childhood is considered as a critical period for the development of social skills, attitudes and foundations for various interactions and relationships. Learning changes the plasticity of the brain. By gaining experience and new knowledge, we change the structure of the brain and the network of existing neural connections. Monitoring supports learning and teaching processes. It is a cyclical process of collecting data, evaluating and noticing new connections, relationships and new questions. The documentation helps guide the educator and help him see the children's interests, as well as the questions the children ask. This research presents an action research with elements of an ethnographic approach of two nursery mixed educational groups in Rijeka. In action research, educators identify problems in practice and solve them in accordance with the set goal. The research is focused on monitoring and observing children's daily activities, on the educators' understanding of them with the aim of observing the learning methods and strategies of the observed children.