One of daily business obligations of preschool teachers is to keep the pedagogical documentation of the kindergarten group. Preschool teachers plan development tasks and activities for their adoption at several time levels: annual, quarterly, weekly and daily. Pedagogical documentation is one of the key instruments for successful work in a group and the overall development of children who attend the group, and it is also a written trace of everyday events that helps in further planning and selfevaluation of the educational process. It is an official document of the educational institution, as well. There is no specific way of keeping pedagogical documentation, referring to the style of writing and standard linguistic correctness of what is written, but as an institutional, administrative document it should respect the standard language norm and in a broader sense be written in administrative style. Instructions for keeping pedagogical documentation exist in terms of content, i.e. information on what should be planned in which period of the pedagogical year. With this paper I will try to explore the linguistic and stylistic features of pedagogical documentation of preschool teachers and how much they are aware of it’s importance, linguistically correct written expression in the Croatian language and how much work they burden in keeping pedagogical documentation. The research instrument was an online survey conducted on employees of kindergartens in the City of Zagreb and an analysis of written examples from the Book of pedagogical documentation of groups from several educational groups of Sopot kindergarten. Fifty educators participated in the survey, and the results showed that educators recognize the importance of pedagogical documentation, although they believe that its scope is too large, but they are not aware of the linguistic and stylistic side of writing. This is evident from the comparison of the answers to the questions in the survey and the analysis of their records in the book of pedagogical documentation. The results of this research raise a number of questions about the writing of pedagogical documentation that should still be researched.