In the theoretical part of this paper, the concept of educational transitions is defined, and the practice of such transitions in the Republic of Croatia is also explained. In addition, the paper includes the definition of pedagogical documentation in kindergarten, but also more detailed definition of the child's individual portfolio as a form of non-mandatory pedagogical documentation. The question arises to what extent this form of documentation is practiced in the Republic of Croatia and what is the perspective of educational experts and practitioners on the role of the child's development map during educational transitions. Given my own experience of five years of study at the Early childhood and preschool education program, as well as three years of experience working as a kindergarten teacher, I was particularly interested in students’ perspective. That is, I was interested in the extent to which the study includes the processing of materials on pedagogical documentation and whether there are differences in students' information regarding the year of study and the city in which they attend the study. Motivated by these questions, I conducted research on students' awareness of pedagogical documentation in general and on the development map and its role during the child's attendance at preschool, but also at the time of transition from kindergarten to primary school.