In the 20th century, a reform of pedagogy took place, which brought numerous new pedagogical ideas and concepts that are considered alternatives to existing pedagogical systems. The most prevalent alternative pedagogical conceptions include Montessori, Waldorf, Agazzi and Reggio pedagogy. Although each of the mentioned pedagogies has its own features and specifics, the common idea for all of them is child-centered education, whereby the child and his development are placed in the foreground. These pedagogical concepts are aimed at encouraging the child to do independent research, providing the child with freedom and independence, and encouraging them to learn based on their own experience. This paper discusses the most famous alternative pedagogies (Montessori, Waldorf and Agazzi), and then provides comprehensions about Reggio pedagogy, its author and educators who work according to the principles of Reggio pedagogy within preschool institutions. Reggio pedagogy is also called research pedagogy because its principles encourage children to independently explore their environment, whereby children come to solutions to problems and acquire knowledge without the direct teaching of an adult. Loris Malaguzzi, the founder of Reggio pedagogy, states that a child can express himself in a hundred ways because he speaks a hundred languages and thinks in a hundred ways. The paper also presents the results of the conducted research, which aimed to determine educators' attitudes towards Reggio pedagogy. The results show that most respondents know about Reggio pedagogy and have a positive attitude towards it. Despite this, the results of the research show that Reggio pedagogy is not implemented to a sufficient extent because the educators believe that they are not competent to plan and implement Reggio pedagogy in their work.