A stimulating environment in kindergarten as a component of the constructivist theory of learning implies the creation of a stimulating and motivating space for children, in which they are actively involved in the learning process. In constructivism, children are active participants in their own learning - by creating knowledge through interaction with the environment and their peers. A stimulating environment in kindergarten includes a variety of materials, free-play for children where they can explore, imagine and create their own scenarios. Free-play encourages their curiosity, independence and creativity. Children should have the opportunity to explore concrete problems and ask questions. It is necessary to encourage cooperation among children in order for them to share ideas, solve problems together and exchange knowledge. Every child has their own interests, needs and learning styles. Therefore, it is important to adapt the environment and activities to meet individual needs. Children need feedback on their work to understand their own progress and develop self-awareness of their achievements. It is also important to encourage reflection and question-asking in order to see what has been learned. The aim of this paper is to show the possibilities for creating a stimulating environment in kindergarten and its importance for children's learning.