This thesis will discuss the role of reflection in the work of an educational institution and an pre-school educator as a carrier of the basic activity of each institution for early and pre-school education. The understanding of the reflective approach itself is described through theoretical statements in which reflective practice is presented as a continuous, everyday and circular process that influences the individual professional development of pre-school educators, as well as the quality and culture of early and pre-school educational institutions in which the reflective approach takes place. Furthermore, it will discuss the techniques used by the pre-school educators as reflective practitioners in the form of instruments for performing the reflective practice itself. They are in service of making the whole progress of pre-school educators personal and professional lives, as well as the overall growth and development of the quality of early and pre-school institution. This thesis examined how pre-school educators understand the features of a reflective approach to their educational work. Also, the extent to which pre-school educators apply reflective approach techniques that allow for reflective practice, and whether reflections and critical reflections are conducted in the early childhood education institutions in which they are employed.