The topic of this diploma paper is „Reggio pedagogy as learning community“. Main thesis of this pedagogy states that children learn most efficently in conditions of free playing. Starting point in educational work is the everyday life, child's experience, interests and actions, which are at the same time contents of working with children. Reggio pedagogy is also known as research, i.e. experimental pedagogy and educators lightly direct children and give them the opportunity to explore and develop their potentials in accordance to their abilities. Whole work is based on mutual interaction and partnership, i.e. on three mutually combined factors: child as the starting point, educator as the development factor and topic as the research and revelation factor. Through work we are introduced to the educator's roles and other dimensions, which are the basis for children's learning in Reggio approach: space, time and documentation. While studying and understading important aspects of Reggio approach, I have chosen ones that I considered applicable in traditional preschool institution and I have implemented them into everday work with children. That is what I talk about in the research part of my paper, where you can find different ways in which we can implement individual segements of Reggio approach into traditional preschool instution for the purpose of improving quality of educational practice.