Concept Korak po korak is humanistic an alternative pedagogical direction which is in the Republic of Croatia present since middle of 90s. Through the history the concept itself changed names, but the orientation remained the same: changing educational practices, individual approach and comprehensive development of children - with togetherness and partnership with family and community. In order to implement this approach, constant professional growth and development of educators is needed. It is the professional development of educators and examples from practice that contribute to development and changes, are the subject of research and new cognition in this paper. Educators throughout the Republic of Croatia, in this case 108 of them, filled out the survey anonymously and without coercion and reviewed their pedagogical practice. In the survey, the main goal was to question respondents about understanding and implementation, consciously or unconsciously, educational practices according to concept Korak po korak. Educators, employed in kindergartens, confirmed that they are familiar with the operation of the concept Korak po korak. A small part of the educators have undergone professional training organized by the Pučko otvoreno učilište Korak po korak. Through the research, educators reconsidered their educational practice through seven areas of activity promoted by ISSA (Međunarodna udruga Korak po korak). The results of the research showed that the vast majority of educators in kindergartens work according to the guidelines and recommendations of the concept, following all seven areas of quality educator activity. The educator’s interactions are individually appropriate for all children in the group. Families and the community are active members in the organization of educational work. Planning, monitoring and implementation of activities are focused on children and their overall development. Kindergartens respect diversity and multiculturalism. Educators confirmed that inclusion is necessary and needed, but they are aware that they need additional professional development, which is encouraged and offered by this concept. In this way, inclusion is carried out well in kindergartens. Educators together with children and parents create a stimulating environment in which all participants in the educational process feel comfortable, accepted and valued. This is precisely the main essence of this concept: that all participants in the educational process feel safe, accepted, and together they encourage integral development.