Kindergarten is a place where children live, a place that must be tailored to each individual child, and it is an institution for the upbringing and education of children of early and preschool age, which includes care, protection, care for health and children's rights. Every kindergarten strives to achieve quality, which depends on all participants in the educational process and their interaction, cooperation, partnership and ability to think critically. The concept of participation appears in the relevant literature as well as in the National Curriculum for Early and Preschool Education, which states that the principles, values and goals stated in the curriculum ensure the participation of children in kindergartens. Today's understanding of the child is that the child is capable of making certain decisions on his own and that he can and is allowed to participate in the educational process in the kindergarten on an equal basis with the teacher. Since children are able to participate in discussions and ideas, it is therefore necessary to enable children to participate, and different authors define the mentioned term differently. Closely related to the concept of participation is the concept of a reflexive burst, which is almost inevitable. Reflexive practice is a process in which the educator has the opportunity to connect theory and practice, and at the same time critically reflect on his actions and decisions. New goals or new solutions emerge from these considerations. In this paper, the concept of participation and reflective practice is analyzed, and the study of professional literature led to the realization that participation and reflective practice are not only extremely important in educational work, but also interdependant.