The topic of this thesis is the educators’ role in conducting research activities in kindergarten. Educator plays a significant role in work with children, because at the same time he needs to be an evaluator, organizer, instigator and children’s collaborator. The aim of the thesis research is to examine the role of educators in planning, organizing and carrying out research activities in kindergarten. The assumption is set that teachers are largely involved in every aspect of conducting research activities in kindergarten. For the research purpose a questionnaire, consisting of Likert-type statements, is used and carried out on a sample of 30 educators. Research activities are represented in kindergarten from an early age, but at very small percentage of 10%. It changes as the child's capabilities grow and therefore are becoming more prevalent, especially in the older age group. Research has shown that a large number of educators, in their work, carry out a variety of topics and activities that children explore. The selection of these topics is usually in consultation with the kids. In preparation for the research activities educators use a variety of i nformation sources, while cooperation with experts from the school should be much higher. Research Centre is mainly formed from time to time and depending on situation. It is the wealth of material both acquired with the help of parents, personal commitment and the existing kindergarten fund. Children and teachers participate evenly in preparations for research activities, while in the implementation of activities situation is different. Children rarely carry out activities by themselves because the assistance of educators is dominant. Educators usually use research results to upgrade further work and self-reflection, while educators, in a large percentage, do not publish articles about the progress and results of the children's actions outside of their institutions. There are a number of circumstances which affect the organization and conduction of research activities, and some of them complicate the work itself. Often, these are large numbers of children in the group, the inclusion of children with developmental difficulties, mixed groups or weak material equipment of group or kindergarten. The success and frequency of all activity conduction in kindergarten, including research, depends on the creativity and ability of educators to use available resources in its favour and children's benefit.