The quality of the spatial and material environment is closely related to the quality of the educational process. Early childhood educators, as its main bearers, with their implicit pedagogies directly influence the entire learning process of a child of nursery age. Therefore, it is important for them to know the nature of the child's learning and development in accordance with which they offer and distribute materials that encourage the child's holistic development, while supporting his independence in choosing the materials, collaborators and timing of his learning. At the same time, the level of quality of educational work of early child educators lies in the quality and continuity of professional development. A quantitative research was conducted on a sample of 104 early childhood educators, which tried to gain insight into the attitudes of educators about the importance of creating a stimulating spatial and material environment in the nursery. Using an online questionnaire, an insight was gained into their image of the child, the quality of materials offered and the level of professional development, and the following conclusions were reached. Educators, regardless of age, years of service and educational group in which they work, consider it important to make the spatial and material environment in the nursery stimulating and such an attitude grows with the age of the child. Therefore, in the future it would be worthwhile to organize support for early child educators through better and more continuous forms of professional development that will empower educators in changing implicit pedagogies and everyday educational practices.