Democratic society, which is developing in the Republic of Croatia, has aspired for a flexible and developmental curriculum oriented towards the individualization of the educational process, cooperation of all participants and positive communication. Such curriculum is enhanced by pedagogical documentation of the educational process, constructive dialogue, and critical reflection on continuous reflective practicums of educators. The outcome of such professional development of educators is the gradual equalization of democratic values in a stimulating learning context. The qualitative approach to the pedagogical practice of the early education curriculum has been changed and improved in three periods of research by action research through ethnographic records. The research was conducted in a Croatian kindergarten, and the results confirm the need to use pedagogical documentation, continuous and honest discussions of educators during which the democratic dialogue raises the level of professional development of educators, and consequently the development of democratic values in children.