Reflective practice includes the process of thinking, analyzing and evaluating one's own professional work and emphasizes the continuous reflection and adjustment of educators in order to improve the quality of their own work and that of the entire institution. Self-evaluation is an integral part of the process of reflective practice, and it is a systematic process in which one's own work and achievements are evaluated. The concept of self-evaluation includes the identification of strengths and areas of improvement and the setting of goals for improving the quality of work. The paper focuses on the analysis of reflective practice as a tool for monitoring and evaluating the quality of work in early childhood education institutions during the self-evaluation process. The aim of the paper is to analyze the importance and possibilities of applying reflective practice in the self-evaluation process of the quality of work in early childhood education institutions. It was established that the process of self-evaluation represents the origin of reflective practice. Given that, according to many authors, educators have a key role in ensuring a quality educational process, modern demands on educators also put the implementation of self-evaluation processes and reflective practice. Self-evaluation can be carried out in different ways, such as posing questions, using standardized questionnaires, reflecting on one's own practice, reflecting on behaviors, events and situations and evaluating them, etc. This indicates a close connection between self-evaluation and reflection. Reflective practice, on the other hand, can be implemented at the individual and organizational level. The greatest benefit from the results and insights of reflective practice will occur when the results and insights are shared and discussed with others, with the aim of identifying opportunities for improvement. It has been concluded that engaging in self-evaluation processes and reflective practices brings personal and professional benefits to individuals, work groups, the entire institution, and ultimately, to end users, i.e., children. This is crucial considering the need to provide children with the best possible educational experience, and continuous self-evaluation and reflective practice are excellent ways to enhance the quality of work for educators, professional collaborators, and the overall institution for early childhood education. Various possibilities for the application of reflective practice place institutions and individuals in a position to choose the most suitable models and methods of reflective practice. However, there is a need to raise awareness about the importance of reflective practice and self-evaluation and to motivate individuals to implement it. Future research could focus on the frequency and prevalence of the application of reflective practice in the work of educators, while the findings of such research could be useful for increasing awareness of the importance of its application.