Children's participation is a topic that many theoreticians and practitioners deal with, which all contemporary documents and strategies refer to and indicate as a topic that is indispensable in the 21st century. Children are equal creators and equal participants in their society and everyday life. It is precisely for this reason that it is necessary to listen, but also to hear the child, to allow and encourage the development of his expression, involvement in community activities, and all this with the aim that the child himself grows into a conscious and active individual who contributes to the community and the space in which he lives. In order for the same to be possible in the upbringing of a child, it is necessary to involve both educators and the local community in a direct or indirect way. Namely, the local community will express its needs and areas of action through values, customs, habits and togetherness, and educators will help the family guide the child, find an area of interest and include him in it. Of course, it is also of crucial importance that the child finds support and support for work and participation in all three areas of activity. The aim of the research is to examine the attitudes of educators towards the realization of active children's participation in kindergartens. Also, this thesis will show different methods of achieving active children's participation, point out the differences between children's participation and participation, show the realization of active participation from an early age and show examples of good practice of achieving active children's participation through the work of the Children's City Council of the City of Opatija and National Eurochild Forum of Croatia. Namely, these are examples of the successful implementation of this type of project, which is a source of pride not only for the city in which it operates, but also for the children who are involved in it.