The image of a child in an early childhood has undergone significant changes throughout the history. Contemporary research on children and childhood has led to major changes in early and preschool education. The child learns actively, learning by doing, and they are the (co)constructors of their own knowledge within the cultural context which surrounds them (Woodhead, 2006; Bruner, 2000; Barth, 2004). ” The Convention on the Rights of the Child” (1989) is an official document that speaks about the child as an active citizen of a society, the child who has fundamental human rights, including the right to express their own opinion, the right to participation and respect. The curriculum, as a constructed and finalized document, cannot be linearly translated into practice, so it is necessary for the institutions to transform it into learning communities (Slunjski, 2012; Vujičić, 2011, 2021) in order for the curriculum to be created and built within the context in which it takes place (Miljak, 2015; Slunjski, 2011). From this arises the importance of the way children learn. Gopnik (2003) argues that children learn like scientists, exploring their environment and thus independently or in collaboration with others (children and adults) in their surroundings, constructing knowledge about the world they live in. The role of the educator is crucial, an educator who needs to observe, raise awareness, understand the child, and based on that knowledge, change and adapt the context. In order to achieve the above, quality and professional pedagogical documentation leadership are crucial. In the process of building and developing the curriculum, the role of the child is immensely important. Childrens participation in an early childhood institutions is multidimensional. In addition to the right to participate, childrens self-initiated, self-organized activities, the establishment of democratic relationships at all levels, and the distribution of power and acquisition of responsibility are essential. This paper presents research on the educational practice of the ”Teddy Bear” group from Duga Resa Kindergarten. A qualitative approach was chosen for the research, using the method of action research with elements of an ethnographic approach. The aim of the paper isto explore the documentation process as a strategy for understanding childrens participation in curriculum creation within the group.