The primary role of early childhood education is to contribute to the favorable overall development of the child. This thesis deals with an alternative approach to upbringing and education. The work is based on the Montessori educational methods, as experienced by the founder of Montessori pedagogy, Maria Montessori. The orientation of Montessori pedagogy is completely focused on the child, his needs and interests. A great deal of importance is attached to observing children, which leads to an awareness of children's interests, which contributes to the creation of a stimulating prepared environment that plays an invaluable role in the overall development of the child. As part of the theoretical part of the work, in the older educational group of the kindergarten „Ivančica Oriovac“, elements of Montessori educational work were implemented through practical life exercises. Although they are part of everyday life, children are not exposed to them to such an extent. In kindergarten, the basic forms of practical life exercises are represented, while the Montessori way of working offers a wider range of possibilities through which children have the opportunity to truly learn by doing. During the implementation of the practical life exercises in the older educational group, the educator had the role of demonstrating the exercises and then retreating to the side and providing indirect support. Such an approach seeks to provide children with freedom and leisure and to encourage autonomy and responsibility, independence, self - awareness, motor skills, vocabulary enrichment, and an awareness of caring for oneself, others, and one's environment. After implementation the practical life exercises, the children had the opportunity to express their impressions. Judging from the recorded responses of children, it is the responsibility of adults not to deprive children of the opportunity to participate independently and responsibly in the daily affairs of life from their earliest years. The satisfaction on the faces of children and their sense of self - worth are sufficient indicators that children are truly capable of big things.