Issue of this paper is “Introducing water through exploring activities in preschool setting”. Children, from their earliest age exploring their surroundings, and kindergartens are institutions that nourish this kind of the activity. The main goal of this paper is to present process of awakening children’s notion of importance of water for life and its’ safeguarding in generally, through different activities and creative expression with different materials. Through everyday activities children are guided in their exploration of water in our surrounding, its different appearances, and its healing capabilities as well as its usage, the power and the beauty. At the very begging children were given the introducing questionnaire which has been used for further design of the activities. During the explorative activities I have noticed following: children cooperate with each other, they are creative and original in presenting ideas, and they are autonomous and focused on the activity. It seems like the children like water because its’ structure is un-morphed, scattered, and at the same time water is a soothing matter allowing children to interact with different objects and materials. Exploratory activities with water were proven to be developmentally appropriate because they allowed children to be scientists themselves, constructing questions and finding answers autonomously. Although children were very engaged during explorative activities, the main limitation of this project was absence of outdoor activities, because, as literature states, not even one classroom can replace outdoor activities. Exploratory activities with water have several benefits: they facilitate children’s socio-emotional development, physical development, speech development as well as development of the creativity. We mustn’t forget the role of preschool teacher who is creative person, sensitive of children’s needs and always willing to actively participate in children’s exploratory activities.