In reviewing of historical development of education of preschool children all the way to modern education, it`s unavoidable to mention very out-standing and recognizable name of Maria Montessori. Maria Montessori dedicated whole her life to build up the concept of pedagogy which is based on children`s self-acting and respecting it`s personality. Goal of the paper is to make closer and present characteristics of Montessori pedagogy and to look into parents’ satisfaction from application of stated pedagogy in preschool education institutions hat their children attend. The paper deals with characteristics and the most important components and specialities of Montessori pedagogy. Maria Montessori`s biography is layed out cronologicaly just like the very beginnings of her pedagogy. Principles that Maria Montessori emphasizes are layed out, and those are: respect towards the child, training of senses and movement, muscle memory, attention polarization, free choice, prepared surrounding, working with materials, educator`s role and very recognizable motto by which Montessori pedagogy is famous to this day, and it says: „Help me do it myself.“ The paper highlights importance of materials application and specially designed didactic tools which provide good quality, continual and gradual child development. Paper states and describes materials used for conducting exercises for practical life, sense material, math material, language, and universe material. Material together with space makes „prepared environment“. Thus, it`s important for space to be arranged in a way to fulfill real, momentarily child`s needs and contributes in child`s progress and overall development. The emphasis is on importance of tools and materials which occupies child`s attention and leads to manipulating of those. Unomitable factor of the whole Montessori concept is the educator which connects environment and child and ponts to children the existence of certain materials and exercises and possibilities of observation child`s needs and acting in accordance. In empirical part of the paper there is strive for examination of parents’ satisfaction with achieved cooperation with kindergarten and which values are accordin to their estimation emphasized in nurture-educational work with children.