The beginning of the 20th century, in a pedagogical sense, was marked by reforms and changes in the view of the child's image. Numerous alternative pedagogical conceptions emerge on this basis. The most notable among them are Montessori, Waldorf, Reggio, Korak po korak, Agazzi. Each conception is based on its own principles, characteristic for it. Yet, regardless of differences, they all have a common goal that is manifested in the well-being of the child and his or her overall development, upbringing and learning. The characteristic of alternative pedagogical conceptions is the contemporary image of the child that perceives him as a whole being rich in potentials that is the subject of his own development unlike the traditional approach to the child, where it is seen as an object to which knowledge is transferred. The aim of this paper is to present the basic features and principles of alternative pedagogical concepts and their application in the practice of preschool institutions. The pedagogical conception of Maria Montessori and Waldorf pedagogy, whose founder is Rudolf Steiner, are the two most widespread and most acceptable conceptions in the Republic of Croatia and the world. Some see the Reggio concept as a continuation of the pedagogy developed by Maria Montessori. Korak po korak concept includes elements of Montessori and Waldorf pedagogy, due to free choice of activities and individualization, and Reggio elements due to cooperation with parents and creating a partnership with family and community. The last method presented, Agazzi pedagogy, is based on the work of sisters Rose and Caroline Agazzi and their teacher Pietro Pasquali.