This thesis explores the importance of pedagogical documentation in preschool educational work, focusing on educators' perceptions of the quality of their documentation practices and their competencies. Pedagogical documentation represents a key tool in tracking children's development, adapting the curriculum to the individual needs of children, and as a means for reflection, self-reflection, and professional development of educators. The thesis consists of eight chapters, encompassing both theoretical and empirical research. The theoretical part includes a review of legislative frameworks and contemporary pedagogical guidelines for maintaining pedagogical documentation, emphasizing its role in ensuring a quality and individualized educational process. Different forms of documentation and their importance in assessing children's achievements and competencies, curriculum development, partnerships with parents, and communication with the broader community are examined. Additionally, the competencies of educators, including reflection and selfreflection, and the participation of children and parents in the documentation process are explored. The theoretical part also analyzes the benefits and challenges of pedagogical documentation and its role in the learning process for all participants. The empirical part of the thesis includes the research conducted via Google Forms on a sample of 101 educators from various preschool institutions in the Republic of Croatia. The aim of the research was to gain insight into educators' perceptions of the importance, quality, and usefulness of maintaining pedagogical documentation, as well as their competencies in this area. The survey used in the research was adapted from an existing study with the author's permission and modified to suit the needs of this research, drawing from recent professional literature. The data were analyzed using quantitative methods, including descriptive statistics and factor analysis. This thesis contributes to a better understanding of educators' perceptions of the importance of pedagogical documentation and highlights the need for adjustments in educational programs, with greater focus on the practical aspects of documentation. The research emphasizes the importance of informal and collaborative professional development, which educators recognize as crucial for improving their documentation skills, ultimately benefiting the quality of the educational process and the well-being of children.