The culture of early childhood education in institution is strong network of customs, rules, norms, behaviours for all members of educational institution. It is identified by their inter-relations, management of institution, organizational and physical environment and level of focus on learning and research on educational practice. The culture of kindergarten is not statical because it is created and formed withinin interaction of all stakeholders of educational process all the time. It is copied and reflected in the atmosphere ori n the organisation of education institution. In other words, every organization has a culture that implies a series of unwritten expectations that shape everything in the institution. The paper accepts the definitions of the culture of the institution of contemporary authors (Schein, Vujičić, Fergusson, Petrović-Sočo and others) with a theoretical analysis of the educational paradigm of educators. The goal of changing the educational paradigm of practitioners is to provide the most effective route from the transmission to the transformation of knowledge; so this is the path that early aged children will provide the opportunity to take the knowledge, critical thinking, question, and put them in the real world. Therefore, the aim of this paper is to make an insight and analysis of the educational paradigm of Slovenian educators and shaping the structural dimensions of culture in institutions of early and preschool education in Slovenia (specifically spatialmaterial context), taking into account the specifics of early and preschool education in that country.