A shift from traditional towards a contemporary paradigm in early childhood education and care (ECEC) brings a start of deliberation over a child's role in an institution. Image of a child as a competent individual who is a part of a social environment, an active citizen whose fundamental human rights include active participation, the right to express their own thoughts as well as acceptance from society, all find their start in a crucial document named „Convention on the Rights of a Child“ (1989). A child's active participation in the process of upbringing and education goes in the direction towards developing a child's social and civic competences, empowering a child's mind where they form an image of themselves, and the sole importance of contribution and participation. All of the above represent a strong subject of interest in both Croatian and worldwide politics, praxis and curriculums in the field of early and preschool upbringing and education. Theoretical starting points about a child's participation in their respective institutions are in agreement with the current and contemporary paradigm, but at the same time represent a challenge for not only children, educators and experts in the field, but also for the society as a whole. Deliberation about children as objects of research and their passive role is still well present in institutional praxis in the field, and the thesis contains the outcome for future deliberation about the need for a continuous lifelong education of educators, who have yet to fully become reflexive practitioners, with everyday research and upgrades of their own ways of praxis. In this graduation thesis, it is presented the research of educational praxis of educational groups in the city of Kastav's Vladimir Nazor kindergarten. The research was conducted using a qualitative approach: action research whose main objective was to understand the meaning of a child's participation in an everyday life of a preschool institution in order with contemporary requests from „Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje“ (2014). Action research was carried out in three preschool educational groups, and the age of children was between the ages of 3 and 7. The paper also presents the process of developing the educator's reflexive praxis, the same educators who were vital in the research as participants who got to show the praxis through self-reflection, common reflection as well as deliberation and upgrading of their own praxis starting from a child itself.