Educators have come a long way for their profession to evolve into what it is today. In order to keep this and maintainthe good quality, every educator is expected to constantly develophimself or herself after completing formal education. Through continuous professional development, educators expand their previous knowledge and acquire new ones, and they constantly improve their practice through teamwork with colleagues within the institution. Pedagogical documentation is important for both educators and children. The documentation seeks to encourage the overall development of the child in the best possible ways, in the direction that will be best for the child. Good spatial and financial working requirements, as well as the involvement of parents in the work of the institution and the partnership with them further contribute to quality documentation. In November 2020, a research was conducted for this thesis, which aimed at determining how pedagogical documentation contributes to better quality work of educators. For the purposes of the research, a two-part questionnaire was used. The first part consists of twelve variables that examine the general data on the respondents, the number of professional trainings that the educators attended, the type of documentation they use and the types of additional training they attend. The second part of the questionnaire consists of twenty-four variables that determine how much pedagogical documentation helps educators. From the results obtained by testing the hypotheses, it is determined that although there is no statistically significant difference between keeping pedagogical documentation and the length of service of educators, the difference still exists when taking into account professional development and the level of education of educators.