The aim of the conducted research was to determine, describe and compare similarities and differences in Waldorf, private and public institutions of early and preschool education. Waldorf kindergartens, with an emphasis on the anthroposophical approach, are especially known for their carefully designed pedagogy that promotes the development of the child's creativity, imagination and independence. Public early childhood and preschool education institutions, on the other hand, usually follow a curriculum based on national guidelines and standards. Different aspects of spatial conditions were analyzed, such as the size of the space, the organization of the space, the schedule of activities, the presence of natural elements. Similarities are visible in the way of working with children and collecting materials through emphasizing partnership relations with parents and the wider community. Similarly, the similarity is visible in the professional development of the teachers and their interpretation of the institution's mission and vision. Furthermore, differences were observed, such as the keeping of development maps, and in the equipment of kindergarten yards with regard to organizational, security and material conditions. Material conditions were compared with regard to the type and availability of didactic materials, toys, art materials and equipment. This comparison can provide insight into different pedagogical practices, highlight the advantages and challenges of each approach, and provide guidelines for improving spatial and material conditions in both types of institutions. With a deeper understanding of spatial and material conditions in early and preschool education, the quality of children's experience can be improved, their overall development supported and a stimulating environment created in which children's potential can develop freely.