The modern approach to upbringing and education accepts the child as a holistic and social being who has born potentials and needs to explore, learn, experiment and express everything that interests him. Kindergarten project is a form of integrated learning in which children explore a certain topic more deeply during a certain period. A significant role in this process is played by the educator, who prepares, encourages, designs and thinks about how to ensure that the children develop in their most natural way. At the beginning of the paper it is shown how a child can learn and how a quality environment plays a big role in that. After learning and researching the child follows the meaning of the project and explanation of its division according to concepts. Each project has its own beginning, elaboration and end, which is explained in stages and cycles in this paper. Documentation is of great importance in the process so it is explained and presented on the example of a project. This paper sought to investigate what experiences educators have in working on the project and what attitudes they have about the implementation of the project in educational institutions with children of early and preschool age. The research was conducted on a sample of 141 respondents, educators who implemented projects in their work. For the purpose of the research, a questionnaire was constructed and distributed digitally to the participants. The results show that a large number of educators (77.9%) start working on the project guided by the interests of children and 43.7% implement it over long periods of several months. In the question of who implements the project plan, the largest percentage had the answer of the educator alone (68.8%), while 9.9% the answer was educator with children. As for the theme of the projects, the educators most often pursued the theme of dinosaurs and traffic. The research also shows how often educators document the project process, collaborate with parents and the local community, and conduct reflection with children and other educators. As a positive result, it can be emphasized that a large number of educators believe that the process is a more important than the project result itself.